HomeEarly EducationMovement building site in the daycare center

Movement building site in the daycare center





Description of the observed child

Details of the child

First name: X .

Gender: female

Age: 5 :9

Nationality: German

Detailed description of all development areas

Emotional-Social Development Domain

X. plays in free play mostly parallel to other children and does not find himself in activities with other children. She does not cooperate with other children when playing together. X. has difficulty picking up on the feelings and moods of other children and getting them to think further (A child falls down and cries; X. asks who is crying and then continues playing). Assigning feelings on different occasions (joy when receiving a gift or sad when being pushed) is something X. cannot do. In addition, X. does not show the imitation of stereotypical behaviors. Nevertheless, it can express sympathy as well as like and dislike towards other persons. Likewise, X. shows partial preference for one or more children. In part, X. also enjoys giving pleasure to others. Emotions like anger and rage she tries to regulate. She also talks about her fears and other emotions like joy (I’m happy because we’re going to the fair this weekend). X. also recognizes himself in the mirror and in photos. Yet, she does not use “I” when X. means herself.

In the specialist-child relationship, X. needs a lot of attention and affection. In many activities, she needs the specialist as a secure base and finds it difficult to engage in explorative behavior. Likewise, X. has difficulty responding to task assignments, rules, and prompts. In this area, X. can often only be directed by attention and attention deprivation.

Linguistic development area

X. accompanies her free spins with clear statements. She can form grammatically correct sentences and express them intelligibly, so she no longer uses baby talk. When recounting experiences or the past weekend, X. tells in the correct tense. Here, the pronunciation and comprehensibility of words and numbers are always understandable. Likewise, X. Correctly use intensified forms of adjectives. X. also uses prepositions like above or below correctly. However, as soon as other children are around, verbal expressions decrease sharply. There is no bilingual situation in X.’s case.

Cognitive development area

Anticipation is necessary in all areas of development and especially in cognitive development. That X. has severe visual limitations, ergo is almost blind. Accordingly, this challenge accompanies the cognitive development of her.

During free play, X. follows “verbal step-by-step instructions,” for example, when playing in the play kitchen. She can express abstract quantities in numbers (There must be 100 pictures in there…) as well as assemble puzzles with up to 35 pieces. Here, however, under the condition of an auxiliary device for image magnification.

X. knows about the function of everyday objects. She can assign days of the week and the seasons of summer and winter. In the morning circle, she can correctly classify weather conditions such as sun or rain. When playing hide-and-seek under a blanket, X. can remember and guess up to 2 objects (observation during open offers).

At lunch, X. fetches the necessary materials (plate, glass, fork) autonomously when asked. The ability to assert oneself in terms of “being able to assert oneself” is very diminishing in X. (does not seek conflict and usually withdraws from the conflict situation). X. cannot correctly recognize the primary colors (without cyan and magenta).

Motor development area

Fine motor area

In the fine motor area, X. He glues pieces of paper to a sheet in a pattern he invents himself. She imitates writing and inks with brush and paint. X. also performs the flipping of memory cards with the tweezer handle. During free play, X. can be seen building tall towers or playing various peg games. Transferring water into different containers succeeds X. without spilling. Likewise, she can pick up objects from the floor with one hand. X. does not succeed in working correctly with the scissors or in holding the pencil correctly. She can stabilize a small stone with two fingers. At lunch, X. eats with fork in improper posture.

Gross motor area

X. influences her tempo arbitrarily and also changes it quickly during movements. She walks up and down stairs in alternating steps. Over an inverted gymnastics bench, she walks safely on one hand. The lack of visual performance plays a big role here, as X. lacks more confidence than gross motor skills to master the upside-down gymnastics bench on his own. Thus, X. also only partially jumps down something with both feet. This also applies to balancing on one leg. X. throws a small ball forward with momentum.

Interests and topics of the child

The interests of X. are difficult and cannot be identified beyond doubt. X. likes movement, but only from a safe and familiar environment. Unfortunately, a current topic of X. cannot be derived in the interdisciplinary team at the moment. Nevertheless, it can be stated that X. is currently very much in the “why” phase.


Designation of the fields of education and development

During the targeted offer, basically almost all education and development fields “body“, “thinking“, senses, “feeling and compassion“, “language ” as well as areas of the education and development field “sense, values and religion” are touched. Due to the planned type of activity (movement building site), however, the areas “ Think “, “senses” and “body are addressed.

These aforementioned educational and developmental fields of the Baden-Württemberg Orientation Plan are derived from the educational areas listed below:

  1. Body, health and nutrition : To discover the world using the senses available.
  2. Movement : body awareness & experience, self-awareness; movement.
  3. Mathematical education: Through sorting & classifying objects and ordering & knowing shapes.
  4. Social, cultural and intercultural education: Entering into social interaction processes and experiencing other people’s opinions and ideas.
  5. Language and Communication: Interpersonal Verbal & Nonverbal Communication, Dialogues.
  6. Science & Technology Education: Learning about technology & laws through discovering and exploring the environment.

The educational and developmental field of the SENSES is addressed through the discovery and exploration of the movement building site. Through this, the children perceive a wide variety of sensory impressions. Through this, they discover that the world can be perceived and changed in many different ways. Likewise, the child’s theme (social contacts) finds connecting points here (learning about sensory perception self-confidence, knowledge of the world and social contacts). This development field has the following appropriate goals:

  1. Children develop, sharpen and schools their senses
  2. Learn the importance and performance of the senses
  3. Learn about sensory perception self-confidence, knowledge of the world and social contacts…
  4. Can target their attention and protect themselves from sensory overload
  5. Develop a variety of ways… to express ideas aesthetically and artistically.
  6. Acquire orientation and design skills through the differentiated development and use of their own senses.

(cf. Baden-Württemberg, 2016, p. 123)

In the education and development area THINKING, the children expand their knowledge through the targeted offer. There is also a strong cognitive demand, because the children have to think about possible construction possibilities as well as think holistically (movement, where? how strong, etc.). In the education and development field of thinking, there is also the goal that children enjoy thinking together. Reference is also made to the topic of movement in this development field, among other things through the goals:

  1. Children “create plans
  2. Ask themselves and their environment questions… and look for answers
  3. Collect different things…
  4. Enjoy thinking about things together with others
  5. Observe their surroundings closely, make assumptions, and test them using a variety of strategies

(cf. Baden-Württemberg, 2016, p. 148)

In the educational and developmental area BODY, the children expand their physical skills and abilities through targeted offerings. In addition to simple movement patterns such as walking or carrying, more complex movement patterns are also required in the movement building site, which presupposes cooperation between the motor and sensory / balance organs of the child’s body. This includes, for example, balancing, climbing or overcoming obstacles. Goals can also be derived here from the education and development sector:

  1. Children… and expand their scope of action and experience
  2. Acquire knowledge about your body
  3. Develop a sense of their own physical abilities and limitations, as well as those of others, and learn to accept them.
  4. Develop an understanding of… how to regulate and maintain the health of their body
  5. Develop a positive body and self-concept….
  6. Build their conditioning and coordination skills and abilities
  7. Expand their gross and fine motor skills and abilities
  8. Find their own ways in motor development even under difficult conditions

(cf. Baden-Württemberg, 2016, pp. 112-113).

Rough targets

  1. X. deals creatively with the building materials.
  2. X. expands her knowledge on the topic of social interaction.
  3. X. practices gross motor movements.

Detailed targets

  1. X. makes a homemade object together with other children.
  2. X. practices constructing.
  3. X. builds together with other children in the movement building site.
  4. X. hops over an obstacle.


Justification of the offer

Through everyday observations, impressions and developments of X. were documented and recorded. An evaluation according to Kuno Beller’s development table was carried out for the offer. This revealed the following picture:

The developmental age of X. is 9.14 on average. Above developmental age are environmental awareness (10.75), language & literacy (10.62), cognition (10.37), and gross motor skills (9.59). This is also where X’s individual strengths can be seen. This is because the Language & Literacy domain ranges between 9 (just below developmental age) and 13. The Cognition and Gross Motor Skills domains also range between phases 8 and 12, with the average Cognition score slightly more pronounced than the average Gross Motor Skills score at just under 1.5 phases of average above developmental age, compared to 0.5 phase above developmental age.

Below developmental age are Body Awareness & Care (7.46), Social Emotional Development (8.13), Play Activity with (7.41), and Fine Motor Skills with (8.78). From this, X’s individual weaknesses can also be identified. The play activity area moves between phases 5 and 10. social-emotional development ranges between stages 4 and 12, which is a very wide range. In the area of personal hygiene and body awareness, the phase range is also between phase 5 and 11. Here, the average value of 7.46 is below the development age. Fine motor skills are between stages 6 and 12, with a mean score (8.78) close to the developmental age (9.14).

X. Developmental age according to this assessment is on average (9.14) far below the age norm (15). A major developmental phase is currently taking place in the area of gross motor skills.

On the sheet profile analysis for the development of experiential offers, meaningful links could be worked out for X., whereby a movement offer in the form of a movement building site for the promotion of the educational and developmental fields of senses, thinking and body seems ideal (for more information see observation with Kuno Beller).

So far, I have not gained any personal experience with the planned offer in the form of the movement building site. However, I am familiar with the use of movement services through activities at my previous practice facility.

Group selection

Rationale for the group constellation

The group was composed on the basis of emotional-social competencies. Likewise, care was taken to ensure that the characters of the group were heterogeneous. The children do not have any conflicts with X. in everyday life at the daycare center (free play), so that “everyday conflicts” can be avoided in the targeted offer. This can also create new connections between X. and the other children, which can perhaps lead to new play partners in the medium term.

When selecting the group, importance was also attached to having children present in the offer who are calmer and do not show quite so strong dominant behavior, so that an excessive demand or withdrawal of X. is avoided. This reduces any disruption to the supply that may arise in advance.

Description of each child

Child 1

First name: Y .

Gender: male

Age: 4 :6

Nationality: German

Interests & Topics: Animals, nature, sea, building, exercise

Justification: Y. is a very loving and understanding play partner for the children. He could move X. to social actions (e.g. accepting other game idea) due to his personality during free play. Therefore, Y. fits well into the group constellation. Furthermore, Y. can motivate the other children and contribute to a dialogue with his points of view. Therefore, from a pedagogical point of view, it would be desirable if X. and Y. could find their way into free play together and thus learn from each other.

Child 2

First name: Z .

Gender: female

Age: 3 :9

Nationality: German

Interests: Fantasy, Animals, Nature

Reason: Z. is a rather reserved girl at first sight. However, when given some time and involved, she blossoms and finds much joy in offerings and fantasy stories. Due to X.’s interests as well as quiet personal nature, Z. is a useful addition as another group member of the offer.

Subject analysis

Child learning

In order to be able to plan and implement offerings, one must first try to understand how children’s learning actually works. Here, however, I will not go into basic things like general learning theories or the like. Rather, I would like to include a brief, concise, and quite practical introduction from the perspective of cognitive development in the subject analysis. Because many educators today are still subject to misconceptions about child development.

A suitable example would be the planned offer for a child. I am now planning a movement program here and have set myself educational goals in this regard. These should, of course, be verifiable and should be achieved during the practice visit. So far so good. The offer is carried out and sometimes you do not achieve these set goals. This is where some educators make a mistake. What is correct is that you may have set your sights too high or perhaps missed the mark when it comes to the child’s interest. Or maybe the child was just having a “bad” day. All this is possible when you work with people. But what is not possible is that the child has not learned anything because of it.

This is because every infant activity initiates changes in neurons, leading to new connections. This is because learning is constantly taking place here and synapses are thus being built and rebuilt. With regard to the child’s movement, it is important to note that children must have the opportunity to “grasp” the world so that sensory and motor skills can interact. Because this is a prerequisite for later abstract thinking.

Furthermore, educators should know that there are closing windows of opportunity for certain child developments. In case of different visual performance of the two eyes (left 70% | right 100%) the possibility of treatment (e.g. by an eye patch) is only in the time window of the first five years of life. If one does not act within these five years, the child becomes blind in one eye.

In speech, this time window is 13 years, which has been proven by wolf children, but is certainly only theoretically interesting for us in practice.

In the area of thinking, we now have initial data suggesting that brain development of the frontal regions of the brain is complete at about 25 years of age and can only be altered/expanded to a limited extent. It is important to know that the more a child can do, the easier it is to learn similar things in addition. These preliminary experiences are therefore essential and that is why it is so important to initiate the educational processes during this period in order to enable lifelong learning for the children.

Another extremely important point in children’s learning is to pay attention to children’s joy. This is because emotions are closely related to learning. Thus, negative experiences (fear) lead to an altered learning situation by the almond nucleus of the brain. This fear prevents creativity and thus learning. The contrast of this physical system works by releasing dopamine, which is an accelerator for fast learning. Thus, learning with fear is possible but leads to the loss of creativity (in the particular case) when recalling and applying it later and should therefore always be avoided.

Furthermore, digital media in daycare centers are highly problematic and do immense harm to children. They are addictive and impair brain development. (cf. Spitzer, 2018)

Movement General

Motion can be described in general terms in terms of changes in position through space and time. For humans, this movement process is indispensable because, on the one hand, humans need movement resources to perform essential actions such as eating. Furthermore, people must be able to access nature in order to be capable of action, which is not possible without motor knowledge. In the educational field, the term movement can be divided into two sub-groupings:

  1. The motor function

Includes all bodily processes that direct and control movement.

  • The psychomotricity

Psychomotricity deals with the unity of motor activity and mental experience.

Ultimately, movement is also non-verbal expression of an individual. (cf. Dasenbrock et al., 2020, pp. 200-202). To better understand movement, let’s first look at the physiological processes taking place in the body.

Movement from a physiological point of view

The basis of a movement of the human body consists of an interaction of the following four levels:

  1. Spinal cord
  2. Brainstem
  3. Cerebellum
  4. Cerebrum

At the spinal cord, the so-called spinal motor function takes place. There, the reaction to a stimulus is low-threshold, namely by a reflex, which represents the lowest functional level of the motor system.

The brainstem is directly connected to the spinal cord and has contact pathways to higher brain regions. The medulla oblongata functions as an extended spinal cord. Together, they serve as a control site for motor function through control and modification. There are also brainstem reflexes, which enable rapid adaptation to changing environmental influences.

Here, the following reflexes are essential for movement:

  • Static reflexes: Holding and positioning reflexes for correct posture in space.
  • Statokinetic reflexes: Reflexes triggered by movement to maintain balance.

The cerebellum (cerebellum) receives information from the labyrinth, spinal cord, and movement designs from the motor cortex. Here, the pars intermedia corrects planned slow movements of the motor cortex and controls the target and supporting motor functions in response. The cerebellum also contains the cerebellar hemispheres, which create movement programs for brisk target movements based on information from the associative cortical fields of the movement designs planned by the cerebrum.

The cerebrum consists of different cortical fields. Here, the motor cortex is the highest level of motor function. It receives information from the previously mentioned subordinate brain regions. It processes these and ultimately gives the execution command to execute the movement. (cf. Lecturio GmbH, 2021).

Now that we know the most necessary basics about the origin of movement, the next step is to look at possible physical limitations in movement.

Movement restrictions

In a healthy body, all organs necessary for the generation and transmission of movement signals basically exist. Furthermore, the organism is capable of executing the desired movement. Especially nowadays, with the keyword inclusion, educators have to deal more and more with children who have physical or other limitations.

Therefore, I now briefly list possible diseases of the musculoskeletal system in childhood:

  • Paraplegia
  • Malpositions of the musculoskeletal system
  • Infantile cerebral palsy
  • Motor development delays
  • Juvenile chronic arthritis
  • Peripheral paresis
  • Spina Bifida
  • Asymmetries like e.g. Wryneck
  • Scoliosis
  • Bone fractures

This list is a small and not exhaustive insight into the nevertheless large variety of possible movement restrictions.

I’m sure you are now wondering why I am listing these and why educators should have heard them at least once. Educators do not make diagnoses and do not treat them. Nevertheless, from my point of view, this cannot be seen in such a simple-minded way. Because, as mentioned earlier, the topic of inclusion is becoming increasingly important. Furthermore, educational professionals need to collaborate with other disciplines such as medicine, speech therapy, and also physical therapy. Because when a motor-impaired child, for example. spends 40 hours a week at the facility, that’s a very long time. Furthermore, orthopedic measures are usually implemented throughout the day and therefore do not stop in the morning at the beginning of daycare.

But before educators can start thinking about how to implement it in the day-to-day life of a daycare center, the next step is to learn about the basics of movement in early childhood.

Movement in early childhood

Children have an instinctive and early recognizable urge to move. This urge to move helps the child discover himself and the world. We can use this urge to move to get the children excited about exercise. Because only if we start with the young children to maintain and promote the urge to move, we can change the general movement behavior in our society in the long term for the positive. This is because it is well known that exercise contributes to healthy overall physical, mental and psychosocial development. (cf. Kersch, 2020, p. 3).

Basic motor skills

Already from the 8th week of pregnancy, a fetus practices simple movements. But the 10th week of pregnancy even more complex movements such as hand movements leading to the mouth occur. These movements are admittedly spontaneous and not reactions to external stimuli. Nevertheless, such movement patterns are remarkable at such an early stage of development.

After birth, body motor skills continue to develop at a remarkable pace during the first years of life. After about 3 months, the child can already move its head against gravity and also keep it stable (head control). The first attempts at grasping are made and motor skills are now slowly oriented more and more towards personal goals. After 6 months, the baby is already possible symmetrical supine position. Furthermore, most babies at that age can already support themselves with their hands and forearms. In the area of fine motor skills, the radial fist grip and the transfer of an object from one hand to the other along the midline are now usually successful.

From the 12th month, the transition from baby to toddler age takes place. Most toddlers can sit freely from this age with a straight back and have already developed stable balance control for this. Likewise, infants now begin to change positions from prone to supine and back. Dexterity increases and toddlers can usually use the scissor grip.

At 24 months, most toddlers can already pick up objects from the floor from a standing position. Walking up and down stairs is practiced just as diligently as holding on to railings or adults. The tweezer grip is now confidently mastered and painting usually begins with a fist grip.

From the 36th month, successful hopping with both legs usually begins, as well as rapid movement with the clear assistance of the arms. Avoiding obstacles and stopping quickly are also usually possible. When discovering books, children can now turn individual pages correctly, with the help of a precise 3-finger tip grip. (cf. Schlack, 2012)

Blindness, visual impairment and motor development

Blindness in childhood has nothing to do with absolute blindness. Rather, this also includes children who still have a low visual performance of the sensory organ. Nevertheless, a blind child can often still recognize light/dark contrasts or outlines of people and objects. For these reasons, early intervention is also an immensely important prerequisite for the best possible development of every child with visual impairments.

Going back to the beginning of the factual analysis, we have already stated, that people open up nature in order to be able to take action and that motor development is indispensable for this. Sehimpaired children and especially blind children develop differently than a sighted child. This is because the stimulus from the environment to the optic nerve is reduced here or is usually completely absent in blindness. As a result, the restricted children are not motivated, or are less motivated, to reach nearby objects or to move specifically toward an object.

In a longitudinal study, for example, a total of 107 individual skills from four developmental domains (manual-lifestyle, gross motor, social-interactive, and language) were compared in four children born blind with those of sighted children. The study was able to demonstrate that the blind and sighted children did not develop in parallel, but divergently. Only minor differences occurred in language skills. (cf. Brambring, 2005)

It can thus be stated that visually impaired and blind children may also need support in the course of gross and fine motor development and that this must be kept in mind. It is always important to keep in mind that visually impaired and blind children need a lot of physical closeness in order to have direct and “relatable” experiences. In addition to speech communication, this physical, tangible closeness is of existential importance, especially for blind children, who can perceive their attachment figures through closeness and explore from this secure basis.

Often, limitations in vision occur with other disabilities and abnormalities. For this so-called multiple disability, the physical proximity of a caregiver is also an indispensable prerequisite for locomotion or change of position. (cf. Sarimski & Lang, 2020, p. 24ff.).

Furthermore, the contrast ratio should also be considered. Especially when minimal visual performance is still available. To do this, you can use a simple trick. Photograph the situation and use the black and white filter. This allows contrast ratios to be displayed more clearly. This is also illustrated by the following photos:


There are different approaches and theories regarding the importance of movement. Particular mention should be made here of:

Movement can be understood from different perspectives.
Movement can be understood from different perspectives.

Tamboer had an anthropological view of the importance of a person’s movement. Mr. von Weizsäcker, in turn, a Gestalt-theoretical view. Jean Piaget saw movement from a developmental psychological perspective (cognition) and Erikson from a psychosocial perspective (identity). So they all have different perspectives on the word movement.

This is not surprising, because in the word psychomotricity there are the following six areas, which underline the great dimension of psychomotricity:

  1. Ego/self-competence
  2. Body experience
  3. Material experience
  4. Expertise
  5. Social Experience
  6. Social competence

Psychomotricity is thus characterized by a combination of perception, experience, movement and action. Thus, the focus is not on individual areas of development, but on the further development of a child’s entire personality through movement. Only when one understands perception and movement as a unity, does one get away from thinking of perception training as purely sensory training. Motor promotion is thus multidimensional discovery and must be taught in holistic action situations.

Such action situations are to be designed as problem solutions in such a way that they allow the children to act creatively. Therefore, it does not make sense to follow already given solution paths. (cf. Eckloff)

In order to do justice to these scientific findings, the movement offer takes place as a movement building site.

Movement building site

The basic concept of the Bewegungsbaustelle was developed in 1983 by Klaus Miedzinski. Until today, the concept has always evolved, but has always remained true to its core: to promote large-scale movements of children. Links can also be found from the point of view of Maria Montessori, because the movement building site is ultimately a prepared environment with the character of a challenge.

The movement building site offers children the opportunity to actively engage with materials and their properties. New possibilities can be tried and tested entirely according to one’s own imagination. Here, individual children quickly become aware of physical limits, so that joint efforts in movement experiments lead to movement security and self-confidence. All these reasons speak against a prepared movement landscape.

Moreover, in achieving the playful goal, a movement building site offers much more than the actual, physical, doing. The children exercise creativity, live out fantasies and put ideas into practice. Here they learn theories and physical laws. In this way, children ultimately manage to achieve their set goal through inventiveness, trial and error, and courage. (cf. Miedzinski & Fischer, 2014, pp. 13-15).

Another important significance lies in the perceptual-experiential competencies. The exploratory meaning type spreads in three ways:

  1. Physical experience
  2. Material experience
  3. Social experience

It is important to know and understand that movement not only serves as a medium for social experience, but rather lays the foundation for social relationships. Thus, opportunities for movement in the group are a perfect instrument of communication as well as a field of learning and herein lies their special pedagogical importance. (cf. Miedzinski & Fischer, 2014, pp. 32-33).

Methodological-didactic planning


History table

TimeContent / partial stepsImpulses / QuestionsDetailed targets / MDPMaterial / Media
01-04 min.The children are picked up from free play and invited to the offer.
Entry impulse: Hello X., I have something nice planned in the movement room today. Do you want to come?Principle of the partial stepsMovement offer
Welcome round
Are you already curious about what we will do together today?Activity principleMaterial list
05-10 min.The children learn why we are in the gym together today.
Impulse: fantasy entry boat and whale
The children can ask questions and express what imagination/thoughts they have.
Initiation phase of the offer

Main part

TimeContent / partial stepsImpulses / QuestionsDetailed targets / MDPMaterial / Media
Impulse to fine target 1/2: depending on the situationPrinciple of the exercise
30 minutesThe children can try out and test themselves in the movement building site.Impulse to fine target 3/4: depending on the situationActivity principle
Fine target: 1-4
Main phase of the offer


TimeContent / partial stepsImpulses / QuestionsDetailed targets / MDPMaterial / Media
The children are praised for the great constructions.
Question: Do you have any idea for which animal we could build a den next time?Activity principle
5 minutesAt the end of the movement building site, the offer changes into an open offer. Other children from other groups enter the movement room.Impulse: I really loved your ideas.Principle of the exercise
Final stage of the offer

Problem anticipation

A child does not want to participate in the offer

If a child does not wish to participate in the offering, that is fine. The child thus remains in the free play area ofthe group room.

A child is ill and does not participate

It may happen that a child is ill on the day of the offer and is absent. In this case, another child can move up, whereby attention must be paid to the group constellation to be considered when making the selection. Only a child of similar character and cognitive developmental level should be considered.

A child does not play by the rules

If a child repeatedly disturbs the other children while building, he or she can alternatively take a seat at the edge of the room and wait there until the end of the offer. If the child continues to be disturbed there, he or she can go back to the group room with the supervisor and continue playing in the free play area.

The children are/will be bored

If the children get bored with the movement building site, I can direct their interest back to the movement building site through targeted stimuli.

A child no longer wants to play movement building site

If a child no longer wants to play movement building site, it depends on the situation. If the child is playing another game and does not disturb the rest of the group, an attempt is made to bring the child back through appropriate stimuli. However, if it is disturbing, the procedure is the same as in point 3: A child does not play by the rules.

A child hurts himself

If a child is injured during the movement site, it depends on the severity. For minor injuries, wait to see how the child and the group react to the situation. Only after the children are unable to resolve the situation themselves do I, as a pedagogue, intervene. Specialist one.

Preparatory activities

Spatial planning

The movement room was chosen as the space because, on the one hand, it has the necessary space and, on the other hand, the room is designed for gymnastics and movement units. It has a wall bars, ceiling hooks, different floor materials (mats, foam blocks) and other stable and usable devices. Especially for the planned movement building site, it offers a variety of building and discovery possibilities.

Below is a diagram of the movement room with planned movement building site:

Space planning with movement building site.
Space planning with movement building site

Preparation of the room

Based on the previous diagram, the safety measures for the bench can be seen. Ventilation can be done, if necessary, through the windows present on the left (not visible). Also there is a bench. Here the instructor as well as the practice teacher can observe the offer.

Room, material and media list

  • Movement room
  • Fantasy for a short entry impulse
  • Blanket(s) as boat for entry impulse
  • Bench
  • 3 thin blue mats
  • 2 thick blue mats
  • Building cubes of different types
  • Additional materials, depending on the situation


  • Baden-Wuerttemberg, M. f. K. J. u. S. (2016). Orientation Plan: Für Bildung und Erziehung in baden-württembergischen Kindergärten und weiteren Kindertageseinrichtungen (2nd ed.). Herder.
  • Brambring, M. (2005). Divergent development of blind and sighted children in four developmental domains. Journal of Developmental and Educational Psychology,37(4),173-183.
  • Dasenbrock, F., Dietrich, D., Fröhlich, C., Herrmann, U., Hoffmann, S., Kessler, A., Kreuels, A.,
  • Perret, D., Reinecke, M., Rosche, M., Ruff, A., Schmitt, C., Seidel, W., Wagner, F., Weber, U. &.
  • Witzlau, C. (2020). Educators + Educators Volume 2: Social Pedagogical Educational Work
  • Designing professionally (2nd ed.). Cornelsen.
  • Eckloff, G. The importance of exercise for childhood development. Carl von Ossietzksy University of Oldenburg,
  • Kersch, D. (2020). Handbook for promoting physical activity in children 0-12 years. https://gouvernement.lu/dam-assets/documents/actualites/2021/01-janvier/Bewegungsforderung-bei-Kindern-0-12.pdf
  • Lecturio GmbH (Ed.). (2021, Dec. 9). The motor system: everything about the basics of movement and motor systems. https://www.lecturio.de/magazin/grundlagen-motorik/
  • Miedzinski, K. & Fischer, K. (2014). The new movement building site: learning with head, heart, hand and foot ; model of movement-oriented development promotion (3rd ed.). Borgmann Media.
  • Sarimski, K. & Lang, M. (2020). Early intervention for blind children: basic principles for working with blind children and their families (1st ed.). bentheim: vol. 1. edition bentheim.
  • Schlack, H. G. Prof. Dr. (2012). Motor development in early childhood. University of Bonn.
  • Spitzer, M. Prof. Dr. Dr. (2018, March 20). School of the future: Education for a fulfilling life. Vulkan TV, Feldbach. https://www.youtube.com/watch?v=NR-KPZEL3Aw

Suggested Citation

Goetz, S. (2022). Movement building site in the daycare center. A targeted educational offering. ISSN: 2748-2979. Accessed 10/29/2022. Available at: https://krippenzeit.de/bewegungsbaustelle-in-der-kita

Sebastian Götz

Sebastian berichtet hier auf Krippenzeit über die frühkindliche Bildung in den Kitas und dem professionellen Management. Von der Geburt an bis zum dritten Lebensjahr... und weit darüber hinaus! 🙂

Beliebte Beiträge