A preschool teacher has South American, African American, and Euro-American children enrolled in her classroom. What is an implication of this diversity in planning a motor development curriculum?
◦ The teacher should provide motor experiences which vary in level of difficulty in order to address broad differences in motor competence found across these cultural groups.
◦ The teacher should not plan a motor curriculum, per se, but should let culturally related games and physical activities emerge spontaneously from children.
◦ The teacher should provide motor experiences which reflect a single level of motor competence, since preschoolers' abilities are very similar across cultures.
◦ The teacher should plan a series of universal games and motor play activities - such as tag - which are familiar to children in all cultures of the world.
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