Bodies

Bodies

Babies learn about their own bodies, even when they are in the womb. As children grow, they use their bodies in more complex ways and become curious about human bodies in general.

Early childhood educators can use a child's interest in their body to teach human anatomy and body systems. More importantly, children can learn about safety, consent and respect for diversity.

UNCRC, NQS & EYLF

Children's right to physical health, safety and dignity is embedded in The United Nations Convention on the Rights of the Child and Australia's National Quality Standard.

The Early Years Learning Framework says children should feel physically safe, secure and supported (1.1) while treating other people's bodies with care and respect (1.4).

  • A child's body is part of their unique identity (1) and children can learn that everyone looks different and has different physical abilities (2.2).
  • Human bodies help children interact through verbal and non-verbal communication (5.1).
  • Childcare is a great environment for physical activity and learning to care for your own health and wellbeing (3.2).
  • Children should feel physically safe (1.1).

Learning experiences

Find and name body parts

Babies and toddlers can improve their vocabulary and self-awareness by labelling and talking about body parts. Early childhood educators can sit with children and ask them questions:

  • "Where is your nose?"
  • "Let's count our toes!"
  • "What can you use your mouth for?" (E.g. singing, talking, eating, whistling.)

Move your body

Play action games as a way to move and talk about body parts:

  • Children pretend to be something using their body (e.g. a tree) and everyone guesses what it is.
  • Make a bus with chairs. One child is the bus driver. When each child steps on the bus, they have to pay the driver and perform an action (e.g. act like a dog or clap hands). Everyone who is already sitting on the bus has to copy them.
  • Children dance to music. When the music stops, everyone freezes in a funny position.
  • Simon says.
  • One child expresses an emotion using their body. Everyone else guesses and copies it.
  • One child performs actions while another child pretends to be their mirror and copies them.

Trace your own body

Tracing the shape of a child's body onto paper is a traditional learning activity. Try a new approach! Tape an extra-large piece of paper to the ground. Ask a child to lie on the paper and use a pen to draw around their own body. This will involve a lot of stretching, moving and twisting. Many children can use the same piece of paper if you use different coloured pens – create a group artwork!

Try other ways to draw with your body:

  • Put a cardboard box on a table. Cut a hole in the box, just big enough for a hand to fit through. Place a pencil and paper inside. Pop your hand through and draw!
  • The first child draws a picture on the second child's back with their finger. At the same time, the second child draws on paper what they feel is being drawn on their back.
  • Draw blindfolded.
  • Draw with your hands behind your back.
  • Draw with your feet.

Play Twister

Make and play your own Twister game (if you don't have an authentic version). Children can paint coloured shapes on an old floor mat or a scrap piece of carpet. Alternatively, try vertical Twister by making coloured circles using chalk on a wall.

Children can call out directions rather than using a spinner: "Put one hand on the yellow circle", "Put your foot on the pink square". Let the game evolve and make your own rules.

Learning environments

  • Ensure learning environments provide equal access for physical activity. Children have different capabilities and develop physically at different rates. Provide appropriate and safe challenges for all children.
  • Gross motor play is for indoors too! Bring outdoor equipment inside and have space for spontaneous dancing and exercise. Use tunnels, exercise balls and parachutes.
  • Fix a large mirror to your wall, like a dance studio, so children can observe their bodies.

Interactions

Use correct language for body parts

Educators need to be comfortable using the correct names of private parts and talking respectfully with children about their bodies. This is the first step in teaching children about consent.

Be respectful of children's bodies

  • Respect infant communication during physical contact which includes physical gestures and facial expressions.
  • Talk to children about your actions: "We are going to the bathroom to change your nappy".
  • Remind children about respect and consent during play: "We don't push our friends. It hurts their bodies".
  • Remind children it is okay if they don't want physical affection. We can be friendly in other ways, like waving and saying hello.

Talk about different appearances

Talking about differences in appearance, including skin colour, helps children acknowledge their own identity. Talk positively about diversity rather than making the topic taboo.

Challenge instances of prejudice relating to physical appearance and ability. Clearly explain this is not acceptable behaviour.

Discussions

  • What is something clever your body can do?
  • Who can help with our private parts (e.g. changing us when we have a toileting accident)?
  • What does private mean? Which body parts are private?

Reflections

  • What is my intention for this activity? What do I want children to learn?
  • Are educators sending negative messages about their own physical appearance? (E.g. "Chocolate makes me fat" or "I don't like my curly hair").
  • Do you role model ways to use your body? Express yourself using your hands and face. Show off your favourite yoga position. Be involved in (and initiate) physical games.

Resources

Books

  • Only For Me by Michelle Derrig
  • Boss of Your Own Body by Byll and Beth Stephen
  • All Bodies Are Good Bodies by Charlotte Barkla and Erica Salcedo
  • Bodies Are Cool by Tyler Feder
  • Eyes that Kiss in the Corners by Joanna Ho and Dung Ho
  • Your Body Belongs to You by Cornelia Spelman

Music

Websites