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.
Male coloration in African cichlids.
Difference between Asian (left) and African (right) elephant ears.
Illusionary picture of teacher’s head exploding
Spain’s North American Frontier, c. 1750
Auguste Renoir: MME. CHARPENTIER AND HER CHILDREN