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Make Way for Movement

Make Way for Movement. Kathy Fry. Children have an insatiable desire to move. How can we use this natural character trait to enhance learning and development in the young child?.

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Make Way for Movement

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  1. Make Way for Movement Kathy Fry

  2. Children have an insatiable desire to move. How can we use this natural character trait to enhance learning and development in the young child?

  3. “…God knew what He was doing when He decided to have babies grow up in a certain way instead of dropping them fully made.” Barbara Pheloung Help Your Class to Learn

  4. The Vestibular System Responsible for: Muscle Tone Balance Posture Motor Skills Eye Movements Mediating information to the brain

  5. Children move because they are meant to • Being still is actually the most advanced level of movement requiring entire muscle groups to work together

  6. What a child receives from movement cannot be taught and it cannot be rushed. It has to be experienced over long periods.

  7. When children move they experience their physical world on a sensory and motor level, learning about how their bodies work and about how the environment works. eg. “How must I move so that I don’t fall over?” “How must I touch so that I don’t hurt or break something?” “How must I move so that the swing goes higher?”

  8. These things cannot be learnt through passively watching someone else do it. • As children discover things, they are constantly refining and getting better at what they do. • As they gain physical understanding of their physical world, they respond through thought processing and learning.

  9. Original Playgrounds Fields and woods Paths and streams Sand, water, hills Trees and bushes Worms, butterflies, birds Lots of sunshine Lots of walking and running Today’s Playgrounds Remote controls TV and computers Drive everywhere Fear for safety (constraints) Lots of concrete Modern equipment – too comfortable and too much time in the upright position Busy, stressed parents (Stay clean, don’t mess)

  10. Promotes sense of Self and Body Image • Confidence and Social Skills • Creativity • Spatial Awareness – basis for skills needed for reading – p, b, d.

  11. Foreground/Background/Near/Far • Focus and Pursuit – later becomes the ability to follow words across the page and back to the beginning of the line underneath.

  12. Maths Skills • Creative Problem Solving • Cognitive Thinking • Crossing the midline – essential for successful reading and writing.

  13. Strengthening of shoulders writing skills

  14. Both sides of brain and body working evenly, heightening cognitive functioning • Spatial Awareness • Muscle Development • Tactile Stimulation all the above involved in reading and writing

  15. Some results of a lack of movement • Low muscle tone – Problems with Posture Slouching Balance Difficulties Tires easily/Prefers to lie down Lack of concentration Slow to complete tasks Delayed motor skills

  16. Weak eye muscles Speech difficulties Weak fine motor skills writing difficulties

  17. On go - hop to as may blue things as you can - touch as many yellow things as you can

  18. Can you make your body like: a table a chair a pencil a mat

  19. Music + Drama - Dramatise songs and rhymes - Move to different rhythms and beats - Move to different types of music eg. calm; scary; loud; soft; fast; slow etc.

  20. Phonics - Flutter like a Flag - Dive like a Dolphin - Slither like a Snake - Jump for Joy

  21. Planned Movement Activities • Encourage everyone to participate in a manner that encourages successful outcomes with no fear of failure. • Are designed to stimulate all the different motor skills in every lesson, so every area is being stimulated – just what the child who is struggling in this area needs.

  22. 1. Fundamental Motor Skills Locomotion – Moving from one place to another Manipulation– Moving things with our bodies Stability – Requires intricate working together of the senses, the brain and the muscles

  23. 2. Age groups and abilities • plan for success • gradually increase challenges • enabling refinement of movement abilities 3. The size of your class 4. Pose challenges – allow children to figure out how to do it.

  24. A Planned Movement Activity • Introduction • Main • Conclusion

  25. Introduction • prepares for movement • needs to be free and informal • sets the tone for the rest of the lesson

  26. Main • Younger children (esp. at beginning of the year) 1 or 2 activities all working together with the teacher.

  27. B) Older, more capable groups 4 – 5 activities – 1 x Exploration 2 x Discovery 1 x Combination Obstacle Course Each ± 5 mins Children rotate when whistle blows

  28. Exploration Activities Emphasis on freedom to discover what their bodies can do.

  29. Discovery Activities Still a freedom to discover but you place a limitation on the challenge

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