232 CHAPTER 12 • Bringing Movement Education Outdoors
Riding toys are great for promoting
developmentally appropriate
fitness.
© Cengage Learning 2013.
Sample Activities
Santa on His Sleigh, or … Children can pretend to be abso- Let’s Have a Parade. What if several children formed a
lutely anyone they would like to be, traveling on anything parade with a line of riding toys? What modes of transporta-
they would like transporting them. Possibilities include Santa tion are often seen in parades? (Possibilities include floats,
on his sleigh, cowhands riding the range, a circus acrobat fire engines, cars with convertible tops, and horses.)
atop an elephant, an astronaut in a spaceship, a jockey, or a
race car driver. Maneuvering. Challenge children to ride in straight, curving,
and zigzag pathways. Set up an obstacle course with these
Riding a … Less dramatic but equally valid are situations in three pathways. Can children ride first quickly and then
which they pretend the riding toy is a tractor, bulldozer, fire slowly? (Which requires the most force?) Can children ride
engine, or police car. Perhaps it is a tow truck. What can the backward?
children find to tow? If it were a piece of construction
equipment, what could they find to haul?
Slides
Slides are perhaps the most static pieces of equipment on a typical playground;
they have so few functions. But you can introduce children to some nontradi-
tional ways to use this traditional piece of equipment, opening their minds to
the possibilities brought about through imagination and problem solving.
Swings
Shipley (1998) contends that swings promote “coordination, muscle develop-
ment, and a sense of freedom and emotional release. Through learning to pump
the swing to gain momentum, children develop a sense of the midline of the
body” (p. 339). You can ensure that the swing sets on your playground have
even more to offer the children.
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
PART FOUR • Movement and Music Through the Day 233
Sample Activities
Using the Ladder. Children can use the ladder of the slide as climb the ladder in the same ways suggested for the climb-
a piece of climbing equipment and thus imagine they are all ing structures.
the people and things listed earlier. They can also pretend
that the ladder is part of a hook-and-ladder truck, a piece of Moving on the Slide. For the slide itself, the possibilities
equipment used by a painter or carpenter, or a lifesaving fire include going down backward; lying on the tummy; or sliding
escape. in the smallest shape possible, as flat as possible, as crooked
as possible, with one leg bent and the other straight, and
Using the Slide. The slide itself does not have to be only a with both legs bent. (Most of these require adult supervision
slide. It can be a laundry chute, a water slide, or the side of a to prevent mishaps.)
steep mountain that must be climbed. Challenge children to
© Cengage Learning 2013.
A slide is perhaps the most static piece of equipment on a typical
playground, but you can introduce children to some nontraditional ways of
using it.
Sample Activities
Flying Like … Swinging is probably the closest to flying that Swinging in Different Ways. Challenge children to swing
most children will ever get. Ask them to imagine they are on with one leg bent and the other straight, with both legs
a flying trapeze or are any flying creature or superhero they remaining straight, with both legs bent, as slowly (quickly) as
would like to be. possible, gradually increasing speed and then gradually
slowing, while nodding the head up and down or turning it
Swinging Like … Children can pretend to be the pendulum from side to side, while kneeling, stopping on cue and start-
on a grandfather clock, a windshield wiper, or a tolling bell. ing again, or with as much force as possible.
The swing can be any mode of transportation imaginable,
from a covered wagon to a space shuttle.
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
234 CHAPTER 12 • Bringing Movement Education Outdoors
The Playground: A Place of Learning
Although the ideas presented in this chapter certainly do not cover the full range
of possibilities, they can begin to help you—and, in turn, your children—view
some common playground equipment in uncommon ways. Children are natu-
rally inventive and, with some initial enthusiasm from you, can create uses for
the equipment beyond your wildest imaginings.
Frost (1992) asserts, “[The] adult who remains aloof from play misses
opportunities for engaging with and learning from children” (p. 336). Further-
more, such an adult will be unable to enrich the children’s outdoor experiences,
and will thus be unable to offer them opportunities to express themselves crea-
tively, stretch their imaginations, and be continually challenged. On the other
hand, teachers and caregivers who interact with children on the playground can
help make certain that the outdoors becomes an extension of the indoors and
that movement education is taking place in both settings.
MORE ABOUT PLAYGROUND EQUIPMENT
When selecting playground equipment for children, teachers and caregivers must
choose only those materials that are age appropriate and safe. For example, the
American Academy of Pediatrics (AAP) states that trampolines have no place in
outdoor playgrounds and should never be regarded as play equipment. In addition,
if items like rakes, spades, and hoes are not child-size, they should be used only by
adults and kept in storage, inaccessible to children.
The following is excerpted from Shipley (1998, pp. 344–345) and reprinted by
permission of Nelson Education.
Large Muscle balance blocks
stilts
climbing structure or A-frame pogo stick
jungle gym skateboards with helmets and shin pads
securely suspended rope to climb and stationary-spring riding animals
horizontal ladder
swing on simple playhouse or house frame
tire or bucket swings stick horses
rope ladder tree house
firefighter’s pole steering wheel on wooden frame
triangular ladder large, hollow wooden building blocks
slide with 15- to 20-inch drop at end
spring-based seesaw Vehicles and Accessories
trampoline (see AAP warning, above)
ramps for sliding and jumping gas station fuel pump
bowling set tricycles
snow shovels wagons or carts
baseball bat and ball pedal cars
7-, 10-, and 18-inch balls wheelbarrow
large hoops tractor
punching ball or bag bicycle pump
skipping ropes and hoops hard hats
rowboat cargo for wagons and carts
beanbags and target
balance beams or interlocking boards
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
PART FOUR • Movement and Music Through the Day 235
Loose Materials overalls
old fabric and rags (for a scarecrow)
painted wooden boxes jiffy starter kits
barrels and kegs gardening books
large packing boxes and crates (e.g.,
Sand and Water
appliance cartons)
sawhorses buckets
short wooden ladders scoops
lumber in 2- and 1-yards lengths shovels
rocks and boulders sieves
workbench steam shovels
softwood supplies heavy-duty trucks and cars
tool kit and tools hose and tap
tires construction hats
logs camp stools
tree stump fishing rods and nets
telephone cable spools tackle box
weather-treated large blocks plastic wading pool
rope air mattress
milk crates diving mask
tarpaulins paddles
clotheslines and pulleys small sailing boats
large and small paint brushes inflatable raft
pails jugs and plastic pails
water-soluble paint funnels and siphons
old shirts and drop sheets pup tent
surplus building materials flashlight
sleeping bag
Gardening knapsack
tin lunch boxes
hose and tap or pump canteen
rakes tin pots and pans
spades saddle bags
hoes
hand shovels Storage and Furniture
claws
bags and baskets storage sheds with locks
sprinkler benches
watering cans picnic table and umbrella
seed packets lawn chairs
flats for seeds barbecue or hibachi
sterilized manure firewood and grate
string or rope fire pit
peat moss prop box
wooden stakes
rubber gloves
gardening gloves (for the teacher)
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
236 CHAPTER 12 • Bringing Movement Education Outdoors
ASSIGNMENTS 3. Design an obstacle course. Determine how it can be
made both less and more challenging to suit differ-
1. Think about your beliefs regarding the adult’s role ent developmental levels.
on the playground. Explain your position and
justify it in writing. 4. Using imagery and the elements of movement,
create new uses for two pieces of equipment not
2. Using early-childhood catalogs, create your own described in this chapter.
wish list of playground equipment and materials.
Justify your choices in writing, keeping in mind
creativity and safety.
FIELD OBSERVATIONS 2. Cite examples of ways in which the outdoor setting
enriched learning begun indoors, particularly in
1. Visit an early-childhood center and observe children regard to movement education.
playing outdoors. Are the teachers acting as play
leaders, facilitating play? Describe what you see.
REFERENCES
Bowers, L. (1992). Playground management and safety. In C. Frost, J. L. (1996). Joe Frost on playing outdoors. Scholastic
M. Hendricks (Ed.), Young children on the grow: Health, Early Childhood Today, 10, 26–28.
activity, and education in the preschool setting (pp. 157–
165). Washington, DC: ERIC. Gordon, A., & Browne, K. W. (2010). Beginnings and beyond.
Belmont, CA: Cengage Learning.
Capt, B. (1996). Adapting the outdoor environment. Scholastic
Early Childhood Today, 10, 14, 17. Isenberg, J. P., & Jalongo, M. R. (2000). Creative expression
and play in the early childhood curriculum. Upper Saddle
Cherry, C. (1976). Creative play for the developing child. River, NJ: Prentice Hall.
Carthage, IL: Fearon.
Pica, R. (1991). On the playground: Bringing movement edu-
Curtis, S. R. (1982). The joy of movement in early childhood. cation outdoors. Early Childhood News, 3, 1, 13.
New York: Teachers College.
Shipley, D. (1998). Empowering children: Play-based curricu-
Essa, E. (2010). Introduction to early childhood education. lum for lifelong learning. Scarborough, Ontario: Nelson
Belmont, CA: Cengage Learning. Education.
Frost, J. L. (1992). Play and playscapes. Belmont, CA: Cengage
Learning.
RELEVANT WEBSITES
For information on outdoor play, playgrounds, and playground Peaceful Playgrounds:
safety: www.peacefulplaygrounds.com
Children & Nature Network S.A.F.E. Playground Supervision Kit:
www.childrenandnature.org http://www.uni.edu/playground/supervision/
National Program for Playground Safety KaBOOM!
www.uni.edu/playground www.kaboom.org
Safe Kids USA
http://www.safekids.org/safety-basics/safety-resources-by-risk-
area/playground/
KEY TERMS & DEFINITIONS divergent play experience Activity in which children have
options, whether for uses of the play equipment or in how
play leader Someone who interacts with children in a play they choose to move or play.
situation by asking leading questions and providing
guidance for certain skills.
static playground Playground on which children cannot
change the equipment to challenge themselves or stimulate
their development.
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Appendix
Sources and Resources
Professional Organizations and Publications
American Alliance for Health, Physical Education, Recreation, and Dance
(AAHPERD):
www.aahperd.org
Journal: Journal of Physical Education, Recreation, and Dance
Associations under the AAHPERD umbrella include National Association
for Sport and Physical Education (NASPE) and National Dance Associ-
ation (NDA)
American Association for the Child’s Right to Play (IPA/USA):
www.ipausa.org
Journal: PlayRights
Association for Childhood Education International (ACEI):
www.acei.org
Journal: Childhood Education
Early Childhood Music and Movement Association (ECMMA):
www.ecmma.org
Journal: Perspectives
Music Teachers National Association (MTNA):
www.mtna.org
Journal: American Music Teacher
National Association for the Education of Young Children (NAEYC):
www.naeyc.org
Journal: Young Children
National Association for Music Education (MENC):
www.menc.org
Journal: Music Educators Journal
237
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
238 APPENDIX
Relevant Sources for Articles
Earlychildhood NEWS: www.earlychildhoodnews.com
Scholastic Early Childhood Today: http://teacher.scholastic.com/products/ect
Scholastic Instructor: www.scholastic.com/instructor
Relevant Blogs
Early Ed Watch: http://earlyed.newamerica.net/blogmain
EarlyStories: http://earlystories.org/
Early Years: http://blogs.edweek.org/edweek/early_years/
Teach Preschool: www.teachpreschool.org/
Movement and Physical Education Book Publishers
American Alliance for Health, Physical Education, Recreation, and Dance
(AAHPERD)
800-213-7193
www.aahperd.org
Gryphon House, Inc.
800-638-0928
www.gryphonhouse.com
HighScope Educational Research Foundation
734-485-2000
www.highscope.org
Human Kinetics
800-747-4457
www.humankinetics.com
Sources for Ordering Instruments
Childcraft
888-388-3224
www.childcrafteducation.com
Constructive Playthings
800-448-1412
www.constructiveplaythings.com
Lakeshore Learning
800-428-4414
www.lakeshorelearning.com
MMB Music
800-543-3771
www.mmbmusic.com
Music in Motion
800-807-3520
www.musicmotion.com
Rhythm Band Instruments
800-424-4724
www.rhythmband.com
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
APPENDIX 239
Sources for Ordering Recordings
Educational Activities, Inc.
800-797-3223
www.edact.com
Kimbo Educational
800-631-2187
www.kimboed.com
Melody House
800-234-9228
www.melodyhousemusic.com
Sources for Ordering Equipment and Props
Constructive Playthings
800-448-1412
www.constructiveplaythings.com
Flaghouse, Inc.
800-793-7900
www.flaghouse.com
Kaplan Early Learning Company
800-334-2014
www.kaplanco.com
Lakeshore Learning
800-428-4414
www.lakeshorelearning.com
Play with a Purpose
888-330-1826
www.pwaponline.com
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Glossary
A activates both hemispheres of the brain in a Two of the most common behaviors ascribed
balanced way. to emotionally handicapped children are a lack
Accelerando Music that begins slowly and of self-control and a refusal to participate.
gradually increases in tempo. D
Exploration A teaching method employing
Aesthetic sense With regard to music, the Decrescendo A gradually decreasing volume. divergent problem solving.
development of sensitivity for the feelings, Sometimes called diminuendo.
impressions, and images music can convey. F
Developmental appropriateness Age appro-
Auditory or visual signal Something children priateness and individual appropriateness— Fingerplay Poem or wordplay in which
must be listening or watching for, indicating the former reminds us that there are univer- movement has a critical function. Originally
that it is time to “stop, look, and listen” to the sal, predictable sequences of development in used only the hands and fingers to teach
teacher. all domains, while the latter indicates that all concepts, fingerplays now sometimes employ
children are individuals who develop accord- the whole body.
B ing to their own timetables.
Form The overall design of the phrases that
Bodily/kinesthetic intelligence Strongest in Developmental progression Beginning at the constitute a song’s organization. Often desig-
individuals who are able to solve problems or beginning and proceeding from there in a nated by letters.
create with their bodies or body parts. logical, developmental order.
Free flow Uninterrupted movement, such as is
Bound flow Movement that is punctuated or Direct approach A command style of teaching visible in ice skating.
halting, such as the movements of a robot. that uses demonstration and imitation.
G
Boundary Limitation placed on the move- Disruptive behavior Acting out in order to
ment area. Objects that children cannot move receive attention from adults. General space Space that is usually limited
beyond or on. only by floors, walls, and ceilings. It may also
Divergent play experience Activity in which be referred to as shared space.
C children have options, whether for uses of
play equipment or in how they choose to Group size The ratio of adults to children.
Closure Bringing an activity or a period of move or play. Experts suggest one adult for every five 3- to
time (e.g., the day) to a satisfactory 4-year-olds and one adult for every 10 to 15
conclusion. E older children.
Common meter The meters of 2/4, 3/4, 4/4, Educational gymnastics A child-oriented, Group time Period set aside for large-group
and 6/8 are the most commonly used in natural progression of the exploration of activity that can be used for movement
Western music. A meter indicates the distri- fundamental movement skills that teaches experiences.
bution of beats in a measure of music. body management—on the floor and with
small and large apparatus—and develops Guided discovery A teaching method using
Content area A subject or discipline that is strength, stamina, and flexibility through convergent problem solving.
part of the curriculum—typically art, lan- exploration and discovery. Educational gym-
guage arts, mathematics, music, physical nastics are not similar to Olympic gymnastics, H
education, science, and social studies. where the student’s ability to execute stunts
determines success or failure. Health-related fitness One of the two com-
Creative dance An art form based on natural ponents of physical fitness. Consists of car-
movement rather than the stylized movements Elements of movement How a movement is diovascular endurance, muscular strength,
used in ballet or other forms of theatrical performed. If movement education is likened muscular endurance, flexibility, and body
dancing. to the study of grammar, the skills themselves composition.
can be considered verbs, while the six move-
Creativity Not necessarily related to academic ment elements (space, shape, time, force, Hearing impairment The malfunctioning of
intelligence. The potential for creativity exists flow, and rhythm) are the adverbs modifying the auditory mechanism. Unless there is
in all people, but the greatest chance for its them. damage to the semicircular canals, which
development exists in children between the causes problems with balance, the major
ages of 3 and 5 years old. See “Creativity and Emotional development How children feel challenges for children with hearing impair-
the Young Child” (Chapter 2) for multiple about other people and things, and the way ments in movement programs are related to
perspectives and definitions of creativity. they express their feelings. the use of music and the presentation of
instructions.
Creativity question An opportunity for chil- Emotional disability A disability that affects a
dren to problem solve. child’s ability to learn and that is not related I
to sensory, health, or intellectual problems.
Crescendo Music that begins softly and that Such children are often depressed, have diffi- Individual Education Plan (IEP) Plan devel-
gradually gets louder. culties with social relationships, and demon- oped for school-aged children who qualify for
strate inappropriate behavior. special services. Teachers, parents, and service
Cross-lateral movement Movement, such as providers work together to create short- and
crawling or creeping, in which limbs move in Emotionally handicapped Often used to
opposition. This type of movement helps describe children with emotional disabilities. 241
children cross the body’s midline and
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
242 GLOSSARY
long-term goals in one or more developmen- rotating around a fixed point. Some text- R
tal areas. books refer to this as a nonmanipulative skill.
Rhythm The organization of sounds, silences,
Integrated approach to literacy Recognition Nonparticipant A child who refuses to take and patterns into different groupings.
that listening, speaking, reading, and writing part in movement activities.
overlap and interrelate, each contributing to Ritardando A gradually decreasing tempo.
the growth of the others. O
S
Intelligence According to Howard Gardner, Object permanence The realization that
the capacity to solve problems or make things something that has been hidden still exists. Self-expression The expression of one’s per-
that are valued in a culture. sonality; an integral part of the creative
Objective Intended goal to be accomplished process.
K over a period of time (e.g., by the end of a
lesson or by the end of the school year). Social development A long, continuous pro-
Kinesthetic mode A way of learning that cess that begins with self-discovery and results
involves physically experiencing concepts. Observation cue Question asked to help in the ability to interact with others.
analyze and refine children’s movements.
L Social play Divided into six categories: unoc-
P cupied behavior, onlooker behavior, solitary
Learning disabled Children who possess play, parallel play, associative play, and
average or above-average intelligence but Perceptual-motor theorist Person who cooperative play.
have difficulty in using written or spoken believes that movement is essential to a child’s
language. learning process. Unlike cognitive develop- Spectrum of Teaching Styles A model of
ment, which requires children to use and instructional styles based on the premise that
Legato Music played without any noticeable process abstract information (using words the teaching/learning process involves deci-
interruptions; the music flows smoothly, like and/or numbers), perceptual-motor develop- sions made by the learner before, during, and
free flow in movement. ment relies on the concrete, physical dimen- after learning. Also referred to as Mosston’s
sions of the environment. Spectrum, this model is now accepted and
Lesson plan Usually detailed procedure for applied throughout the world.
teaching one class period of a learning unit. Personal space The area immediately sur-
rounding the body. It includes whatever can Staccato Notes of music are punctuated, like
Limited understanding In this text, children be reached while remaining in one spot and bound flow.
with learning disabilities as well as those with can be likened to a large bubble surrounding
mild or moderate retardation. In general, the body. Static playground Playground on which chil-
children with limited understanding have a dren cannot change the equipment to chal-
short attention span and tend to become eas- Phrase A division of a composition; com- lenge themselves or stimulate their
ily discouraged. monly a four- to eight-measure phrase. Simi- development.
lar to a sentence in grammar.
Locomotor skill Transports the body as a Styles of music Differ in how they treat form,
whole from one point to another. Although it Physical fitness According to the American melody, harmony, sound, and rhythm.
is commonly believed that children acquire Alliance for Health, Physical Education,
and develop locomotor skills automatically, Recreation, and Dance, a physical state of T
children are in fact unable to reach a mature well-being that allows people to perform daily
stage of development without practice, activities with vigor, reduce their risk of Tempo The speed at which music is
encouragement, and instruction. health problems relative to lack of exercise, performed.
and establish a fitness base for participation
M in a variety of physical activities. Texture In music, the instrumentation used to
create the sounds.
Manipulative skill In this text, any gross Physically challenged These children are the
motor skill that usually involves an object fastest-growing population of children Transition A passage of movement from one
being manipulated. receiving special education services. Among state, condition, or place to another. Also a
these children are those with disabilities passing from one subject to another.
Mental retardation Most commonly refers to caused by birth defects, accidents, or illness.
below-average intellectual functioning con- In one way or another, the mobility of these U
current with an inability to mature personally children is restricted.
and socially with age. Mentally retarded Unit theme A classroom topic explored over a
children usually are below average in motor Pitch The highness or lowness of a musical period of time (e.g., a week or a month).
development as well, possibly because of tone.
cognitive difficulties or a lack of opportunities Unrestrictive clothing Attire that allows for
for physical activity. Play leader Someone who interacts with chil- freedom of movement and lessens the possi-
dren in a play situation by asking leading bility of injury.
Modalities of knowledge acquisition Types of questions and providing guidance for certain
knowledge acquisition that are divided into skills. V
four basic groups: visual, auditory, tactile,
and kinesthetic. Positive challenge Introductory phrase to a Visually challenged Those whose visual
movement challenge, indicating a belief that impairments, even when corrected, adversely
Movement education A success-oriented, the children can do what is being asked of affect their learning. With minor modifica-
child-centered form of physical education them. tions, a movement education program can
emphasizing fundamental movements and the meet the needs of children who are visually
discovery of their variations, which can later Praise addict Child who needs more and more impaired.
be used in games, sports, dance, gymnastics, praise from adults to maintain his or her self-
and life itself. esteem. Volume Part of the broader category of
dynamics; refers specifically to the loudness
Movement theme Unlike a classroom or unit Primary theme The main focus of a lesson. or softness of sounds.
theme, this theme is based on a movement
element or skill. Q W
N Qualities of movement Divided into six cate- Whole child The concept of a child as a
gories: sustained, suspended, swinging, per- thinking, feeling, moving human being who
Nonlocomotor skill Movement performed in cussive, vibratory, and collapsing. learns through all the senses.
place, usually while standing, kneeling, sit-
ting, or lying. Involves the axis of the body Quantitative idea Mathematical concept
related to size, quantity, or relationships that
should be part of children’s daily lives.
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Index
Note: Page numbers referencing figures are italicized and followed by “f”.
A results of problem solving, 11 Body functions activities, 199
The Slanted Rope, 165 Body-Part Identification activities, 199
AAHPERD (American Alliance for Health, Assessment, 169–170 Body parts activities, 17
Physical Education, Recreation, and Association for Childhood Education Body Percussion activity, 47
Dance), 237, 238 “Body Poem, The,” 55–56
International (ACEI), 237 Body Sounds activity, 156
Abilities, creative thinking, 29 Associative play, 49 Body-space awareness, 16
Academic achievements, 30 Attention spans Books
Accelerando, 149, 150
ACEI (Association for Childhood Education of preschoolers, 55 fingerplay, 214
of toddlers, 44, 47 song picture, 194
International), 237 “At the Zoo” poem, 33 BOT-2 (Bruininks-Oseretsky Test of
Acting out, 194 Attire, for movement sessions, 129–130
Action and reaction, 201 Auditory modality of knowledge Motor Proficiency), 170
Active listening, 147 Bouncing, 98–99
Activities. See Individual activities by name acquisition, 12 Boundaries, establishing, 175–176
Act Out Fears activity, 57 Auditory signals, 175 Bound flow, 80
Adding activities, 198 Automatic phase of skill Bowers, L., 225
Adults Boys
development, 88
effect of childhood habits in, 5 Axial movements, 88 competitiveness of, 57
reactions to infants, 40 flexibility in, 7
role in physical activity of children, 5 B Brain
Aerobic exercise, 5–6 effect of music on, 24
Aesthetic sense, 24 Back to Sleep campaign, AAP, 43 movement experiences in development
Affective development “Baking Bread” activity, 206
activities, 42 Balance of, 38–39
early-elementary children, 64–66 Bread, Bread, Bread book, 206
infants, 41–42 in children with hearing Bread-baking activity, 206
preschoolers, 56–58 impairments, 70 Bredekamp, S., 38
toddlers, 48–51 Bridges and Tunnels activity, 17
Age appropriateness, 38. See also Develop- in movement programs, 101–102 Browne, K. W., 216, 218
during preschool years, 58 Bruininks-Oseretsky Test of Motor
mentally appropriate movement and recovery, 200
programs Balance beams, 228–229 Proficiency (BOT-2), 170
Aims of Education, The, book, 15 Balancing Beanbags Activity, 133 Bubble activities, 41
Albrecht, K., 40, 42 Ballistic stretching, 7
Alternating activities, 112, 178 Balloons, 182 C
Amabile, T. M., 29, 30–31 Balls
American Alliance for Health, Physical activities for infants, 44 Cambigue, S., 198
Education, Recreation, and Dance equipment, 131 Canady, R. J., 193, 194
(AAHPERD), 237, 238 rolling Cardiovascular disease, 5
American Association for the Child’s Right to Cardiovascular endurance, 5–6
Play (IPA/USA), 237 in movement programs, 97–98 Careers, 13, 119
American Flag activity, 17 toddler activities, 53 Castle, K., 48
American music periods, 143 Bare feet, 129 Catching, 99, 135
Andress, B., 144 Batting Challenges activity, 99 Catch It! activity, 99
Animal movement activities, 13, 50–51, 200 Bayless, K. M., 68–69 Cats activity, 120
Arm movements, 135 Beanbags, 133 Celebrate! An Anti-Bias Guide to Enjoying
Armstrong, Thomas, 187 Becker, J. E., 29, 30–31
Arrival transitions, 212–216 Being Above the Ground activity, 230 Holidays in Early Childhood Pro-
Art Being “On Stage” activity, 230 grams book, 204
cross-curricular movement programs, Benard, B., 9 Celebrations, 204
188–192 Bending, 90 Centers for Disease Control (CDC), 4
experiences with sand, 231 Bisson, Julie, 204 Challenges, positive, 176
“Art and Movement” activity, 190 Blast Off! activity, 48, 196 Charlesworth, R., 49
Ashworth, S. Blowing bubbles activity, 41 Cherry, C., 173, 181, 220, 227
command-style teaching, 162 Bodily/kinesthetic intelligence, 14, 18, 187 Childcraft, 239
divergent problem solving, 168–170 Body awareness activities, 44, 47 Child-directed activities, 11
preschooler, 55–56 Children’s Activity and Movement in
Body composition, 7–9 Preschools Study (CHAMPS), 4
243
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
244 INDEX overview, 94 D
pull, 94
Circling With the Chute activity, 138 push, 95 Dance, 42, 67
Clapping rhythms, 28, 81 strike, 96 Decrescendo, 150, 151, 156
Classical music periods, 143 throw, 96–97 Deep breathing, 182
Classroom volley, 98 Demonstrations, 163, 165, 165f
nonlocomotor skills Denver Developmental Screening Test
transitions to outside, 217–218 bend, 90
transitions within, 216–217 dodge, 93 (DENVER II), 170
Cleanup periods, 218–219 fall, 93–94 Departure transitions, 221
Cleland-Donnelly, F., 72, 109, 161, 180 rock and sway, 92 Developmentally appropriate movement
Climbing skills, 52, 67, 102–103 shake, 91
Climbing structures, 227–228 sit, 90–91 programs. See also Preschoolers,
Clock activity, 64 stretch, 89–90 developmentally appropriate move-
Closure, 219 swing, 92 ment programs
Clouds activity, 121f turn, 91–92 children with special needs
Cognitive development, 54–56 twist, 92–93 emotional disabilities, 72
early-elementary children, 62–64 Contrasting musical elements activity, 155 hearing impairments, 70–71
future implications, 15 Control level of skill proficiency, 89 limited understanding, 72–73
infants, 39–41 Convergent problem solving, 164, 165 overview, 68–69
overview, 12–15 Cooperation, 10–11 physical challenges, 69–70
role of movement, 15–18 Cooperative activities, 49, 57, 65–66 visual impairments, 71
toddlers, 45–48 Cooperative Musical Chairs activity, 91 early-elementary children
Collapsing movement, 82 Cooperative Sports and Games Book: Chal- affective development, 64–66
Combined movement activities, 56, cognitive development, 62–64
lenge Without Competition, 11 motor development, 66–68
60–61, 67 Copple, C., 38 overview, 61–62
Command-style teaching, 162 Copyright laws, 154 infants
Common meters, 28 Corrections, creative, 176 affective development, 41–42
Common sense, 173 Corso, M., 16 cognitive development, 39–41
Communication Coulter, D. J., 24 motor development, 42–44
Counting and Movement activities, 196–197 overview, 38–39
with hearing-impaired children, 70 Counting Fingers activity, 117f overview, 38
and language arts, 192, 193 Cowboys, Cowgirls activity, 86 preschoolers
role of music in, 23 Crawling, 44, 81–83 affective development, 56–58
Competition, 11, 57, 65–66 Creative corrections, 176 cognitive development, 54–56
Composition, body, 7–9 Creative dance, 95 motor development, 58–61
Concentration, 55 Creative development overview, 54
Concept games, 41 toddlers
Concept of Around Activity, 132 future implications, 30–32 affective development, 48–51
Conformity, 30–31, 163 overview, 29–30 cognitive development, 45–48
Confucius, 12 role of movement, 32–33 motor development, 51–53
Constructive Playthings, 238, 239 Creative movement activities, 32–33 overview, 44–45
Content areas, 192 Creative thinking abilities, 29 Developmental progressions, 113–114
Content of movement program, 76–105 Creativity, 163, 168, 176 Diabetes, 4
educational gymnastic skills Creativity question, 216 Direct approach to teaching, 161–163
Creepers and Crawlers activity, 83 Directions, 46
balance, 101–102 Creeping, 44, 83 Discovery, guided, 163–167
climb, 102–103 Crescendo, 150, 151, 156 Disruptive behavior, 179–180
hang and swing, 103 Critical-thinking skills, 56, 164 Divergent play experiences, 225
overview, 100 Cross-curricular movement programs Divergent problem solving, 32, 165, 167,
roll, 100 art, 188–192 167f
transfer weight, 100–101 language arts, 192–193 Diversity, 13, 205
elements of movement mathematics, 193, 195–198 Dodging, 93
flow, 80 overview, 187–188 Do-Re-Mi activity, 156
force, 79–80 science, 198–202 Downhill/Uphill activity, 98
overview, 77 social studies Dribbling, 99–100
rhythm, 80 Drumming, 136
shape, 78–79 families and friends, 203–204 Dudek, S., 29, 32–33
space, 77–78 holidays and celebrations, 204 Dynamic balance, 101, 102
time, 79 multicultural education/diversity, 205
locomotor skills occupations and transportation, E
crawl, 81–83
creep, 83 204–205 Early Childhood Music and Movement
gallop, 86 overview, 202–203 Association (ECMMA), 237
hop, 86 self-concept, 203
jump, 84 Crossing midline activity, 41 Earlychildhood NEWS publication, 238
leap, 84 Cross-lateral creeping, 83 Early Ed Watch, 238
overview, 81 Cross-lateral movements, 16 Early-elementary children (5- to 8-year olds)
run, 84 Cross Over game, 226
skip, 87 Cues, adult, 40 developmentally appropriate movement
slide, 86–87 Cultural appropriateness, 38 programs
step-hop, 87–88 Curiosity, 54
walk, 83–84 Curricula. See also Cross-curricular move- affective development, 64–66
manipulative skills cognitive development, 62–64
ball roll, 97–98 ment programs motor development, 66–68
bounce, 98–99 benefits of, 3 overview, 61–62
catch, 99 preschool, 251 musical development in, 27
dribble, 99–100 stressing cooperation in, 10 overview, 61–62
kick, 97 Curtis, S. R., 131, 225 EarlyStories, 238
lift, 96
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
INDEX 245
Early Years, 238 Feelings, 202, 203 Gravity, 198, 200, 201
ECMMA (Early Childhood Music and Field trips Greata, J., 25
Greenberg, P., 9
Movement Association), 237 studying about occupations, 204, 206 Grineski, S., 66–67
Educational Activities, Inc., 239 transitions to and from, 218 Griss, Susan, 207
Educational gymnastic skills Fingerplays Group activity schedules, 116f–117f, 125f
during arrival transitions, 214 Group balance activity, 66
balance, 101–102 defined, 193, 209 Group size, 124, 128–129
climb, 102–103 and language arts, 193 Group time, 124, 216, 217
hang and swing, 103 for nap time, 220 Gruber, J. J., 12
overview, 100 for toddlers, 47 Gryphon House, Inc., 238
roll, 100 Finger puppets, 41 Guided discovery, 163–167
transfer weight, 100–101 Fitness, health-related Guidelines, physical activity, 174
Educational Record Center, 206 body composition, 7–9
Edwards, L., 156 cardiovascular endurance, 5–6 body composition, 7–8
Eel activity, 81 flexibility, 7 Gym-mats, 138, 139
Egg Roll activity, 100 muscular endurance, 6 Gymnasiums, 127
Electricity, 201 muscular strength, 6 Gymnastic skills
Elementary stage of motor learning, 88 Flaghouse, Inc., 239
Emotional development Flaherty, G., 12 balance, 101–102
future implications, 10 Flat head syndrome, 43 climb, 102–103
infant affective development, 42 Flemming, B. M., 214, 215 hang and swing, 103
overview, 9 Flexibility Olympic, 100, 101
in preschoolers, 58 in health-related fitness, 7 overview, 100
role of movement, 10–12 lesson plan, 109, 125–126 roll, 100
Emotionally disabled children, 72, 225 Flow, 80 transfer weight, 100–101
Emotions, 203 “Flying Like …” activity, 233
Encouragement, 169, 177, 179 Folk dances, 67–68, 87 H
Endurance Follow the Leader activity, 53, 217
cardiovascular, 5–6 Footsie Roll activity, 100 Haines, B. J. E., 142, 147, 148, 150, 151
muscular, 6 Force, 79–80 Half-day programs, 212f
Energy expenditure, 4 Forming Number Shapes activity, 196 Halsey, E., 167
Energy levels, monitoring, 178 Fowler, J. S., 126 Hamilton, D. S., 214, 215
Environment activities, 200 Fox and Hound activity, 86 Hammering, 136
Equipment Free flow, 80 Hammett, C. T., 131, 132
balls, 131 Free times, 216, 217 Hand motions, 148, 149f
beanbags, 133 French, R., 180 Hanging, 103
hoops, 131–132 Friends, 203–204 Hannaford, C., 15–16, 18
overview, 130 Frost, J. L., 224, 234 Head, Belly, Toes activity, 47, 117f
parachutes, 137–138 Frostig, M., 10 Health, 5
playground, 234–235 Full-day programs for preschoolers, Health-related fitness
rhythm sticks, 135–136
scarves, 134–135 212f–213f body composition, 7–9
streamers, 133–134 Function of Heart activity, 199 cardiovascular endurance, 5–6
Essa, E., 52, 179, 180, 195 Functions of Human Body activity, 199 flexibility, 7
Ethnicity, 205 Furniture, playground, 235 muscular endurance, 6
Everyone Wins! Cooperative Games and Hearing impaired children, 70–71, 224
G Hearron, P. F, 211
Activities book, 11 Heart disease, 4
Exercise, 5–6 Gabbard, C., 38 Henderson, H., 180
Existentialist intelligence, 14 Gallahue, D. L., 72, 88–89, 109, 161, 180 Hendricks, G., 187
Exploration teaching method, 167–170 Galloping, 86 Hendricks, K., 187
Exploring Games. See also Individual activities by name High balancing activities, 102
HighScope Educational Research Founda-
hygiene, 199 concept, 41
nutrition, 199 Cross Over, 226 tion, 238
scientific concepts, 200–202 Mirror Game, 53, 78 Hildebrand, V., 211
senses, 199 “Ring around the Rosie,” 221 Hit the Air! activity, 96
Exploring Continuums activity, 155–156 sound, 41 Hokey Pokey activity, 61
Exploring In and Out Activity, 132 tossing, 53, 135 Holt-Hale, S., 31, 89, 91, 99, 180
Exploring Line activity, 190 Gardening equipment, 235 Homolateral crawling, 81
Exploring Positions Activity, 133 Gardner, Howard, 12, 187 Honest praise, 176–177
Exploring Straight and Round activity, 118f Gender awareness, 65 Hoops, 77–78, 131–132
Exploring Texture activity, 190 General space, 77–78 Hopping, 86
Exploring Up and Down activity, 17, 115f, Generic levels of skill proficiency, 89 Household sounds identification
Geometric shapes, 197
118f Gerber, L. L., 142, 147, 148, 150, 151 activity, 156
Extending activities, 167, 168 “Giants and Elves” poem, 196 Human Kinetics, 73, 238
Giddy-Up activity, 9
F Gilbert, A. G., 187, 194 I
Gilliom, B. C., 29–30, 126
“Face Has Many Roles in Life, A” song, 34 Girls Identifying Household Sounds activity, 156
Falling, 93–94 cooperation of, 57 IEPs (Individual Education Plans), 69
Fall Like … activity, 94 flexibility in, 7 “If You’re Happy and You Know It” song,
Families, 203–204 Goff, K., 29, 32
Fantasy play, 231 Goleman, D., 31, 33 51, 156, 221
Fast tempo, 149 Gordon, A., 216, 218 Igloo activity, 138
Fauth, B., 12, 18 Graham, G., 31, 89, 99, 165, 169, 174, 180 Ignoring disruptions, 179
Fears, 57 Imagery
Feeling Calm/Feeling Nervous activity, 182
during cleanup, 219
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
246 INDEX
Imagery (continued) music in development of, 23 dribble, 99–100
exploring flow with, 80 primary-grade children, 63 kick, 97
familiar, 177 toddler, 46 lift, 96
Large muscle playground equipment, 234 in outdoor settings, 225
Images for relaxation, 181 Laterality, 56, 113 overview, 94
Imagination, 13, 31–32, 46 Lazdauskas, H., 25 in preschoolers, 58
“Imagine That You Are …” activity, 229 Leaping, 84 pull, 94
Imitation, 71, 84, 161, 163 Learning-disabled children, 72 push, 95
In and Out of the Hoop activity, 86 Legato, 145, 151, 156 strike, 96–97
Incorporating Other Senses activity, 192 Leg movements, 135 throw, 96–97
Independence, 42, 65 Lesson planning volley, 98
Indirect teaching approaches, 161, 164 creating plans, 109–114 Marching, 8–9
Individual appropriateness, 38 developmental progressions, 113–114 Marching Band activity, 116f–117f
Individual Education Plans (IEPs), 69 overview, 109 Marking boundaries, 175
Infants (birth to 12 months) single movement themes, 117–119 Mathematics, 193, 195–198
single unit themes, 119–121 Mature stage of motor learning, 88–89
developmentally appropriate movement varied movement themes, 114–117 Mayesky, M., 195
programs Let’s Bend activity, 118f McDonald, D. T., 24
affective development, 41–42 Let’s Have a Parade activity, 232 Melodic instruments, 144
cognitive development, 51–54 Let’s Slither activity, 66 Melody House, 239
motor development, 42–44 Let’s Turn activity, 116f Melting activity, 181
overview, 38–39 Let’s Walk activity, 115f MENC (National Association for Music
Lifting, 96
interaction between, 42 Limited movement activities, 56 Education), 237
motor development in, 59 Limited understanding, children with, 72–73 Mental retardation, 72
musical development in, 26 Lines, activities exploring, 190 Meters, 153
physical activity guidelines for, 7–8 Linguistic intelligence, 12–14, 18 “Mexican Hat Dance,” 68
push/pull toys for, 95 Listening activities, 193 Midline-crossing activities, 41
Initial phase of skill development, 88 Listening centers, 144 Miller, D. F., 173, 177, 179, 180
Initial stage of motor learning, 88 Listening skills, 23 Miller, K., 40, 45–46
Instruments Listening to music, 147 Miller, L. G., 42
introducing, 156 Literature Minus signs, 198
playing, 148 art, 189–192 Mirror Game, 53, 78, 116f
Integrated approach to literacy, 193 mathematics, 198 MMB Music, 238
Intelligence, 12, 14, 18 science, 201 Modalities of knowledge acquisition, 12, 14
Interaction Locomotor skills. See also Motor Modeling, 161, 163
between infants, 42 Moderate to vigorous physical activity
between toddlers, 48 development
Intermediate phase of skill development, 88 crawl, 81–83 (MVPA), 4
Interpersonal intelligence, 14, 18 creep, 83 Monitoring energy levels, 178
Intrapersonal intelligence, 14, 18 gallop, 86 Monkeys! activity, 103
IPA/USA (American Association for the hop, 86 Moods, 23–24, 153
jump, 84 Moralizing, 177
Child’s Right to Play), 237 leap, 84 Morris, Ann, 206
Isenberg, J. P., 18, 23, 194 overview, 81 Mosston, M.
It’s a Dog’s Life activity, 120 run, 84
“It’s Their World, Too” poem, 13 skip, 87 command-style teaching, 162
It Takes Two activity, 13 slide, 86–87 divergent problem solving, 168–170
step-hop, 87–88 results of problem solving, 11
J walk, 83–84 The Slanted Rope, 165
Logical/mathematical intelligence, 14, 18 Motor development
Jack Be Nimble activity, 53 Log Roll activity, 100 early-elementary children, 66–68
Jacobsen, E., 181 Loovis, E. M., 72 infants, 42–44
Jalongo, M. R., 18, 23, 194 Loud volume, 150 preschoolers, 58–61
Jaques-Dalcroze, E., 15, 26 Low balancing activities, 102 toddlers, 51–53
Jarnow, J., 146 Low pitch, 151 Motor impairments, 70, 224
Jewett, J., 10 Lummi sticks. See Rhythm sticks Motor skills, 3, 8
Jumping, 9, 52, 84 Lunch, transition to or from, 216–217 Movement elements
flow, 80
K M force, 79–80
overview, 77
Kaplan Early Learning Company, 239 Maas, J. M., 109 rhythm, 80
Kaufman, P., 31 Machines, 200–201 shape, 78–79
Keep It Bouncing! activity, 138 Magnets, 201 space, 77–78
Kicking, 44, 97 Make believe play, 56 time, 79
Kimbo Educational, 239 Make Believe Striking activity, 33 Movement in child development
Kindergarten plan, half-day, 213f Make Believe Walks activity, 33 cognitive domain
Kinesthetic mode of learning, 12, 187 Making Ripples activity, 138
Kirchner, G., 88 Making Shapes activity, 34, 78, 190 future implications, 15
Klein, J., 15, 164 Making Straight and Round activity, 190 overview, 12–15
Knowledge acquisition, modalities of, 12 Making Waves activity, 138 role of movement, 15–18
Kohn, Alfie, 177–178 Maneuvering activity, 232 creative development
Manipulative skills future implications, 30–32
L overview, 29–30
ball roll, 97–98 role of movement, 32–33
Lakeshore Learning, 238, 239 bounce, 98–99 musical development
Language arts, 192–193 catch, 99 future implications, 25
Language skills overview, 23–24
role of movement, 25–28
infant, 39
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
INDEX 247
overview, 3 arrival, 212–216 Nutrition
physical domain within classroom, 216–217 example cross-curriculum program,
cleanup, 218–219 205–206
body composition, 7–9 departure, 221 exploring, 199
cardiovascular endurance, 5–6 nap time, 219–220
flexibility, 7 to outside classroom, 217–218 O
future implications, 5 overview, 211–212
muscular endurance, 6 Musical development Obama, Barack, 4
muscular strength, 6 future implications, 25 Obama, Michelle, 4
overview, 3–5 overview, 23–24 Objectives, 109–110, 113
social/emotional domain role of movement, 25–28 Object permanence, 39, 41
future implications, 10 Musical elements Observational assessment, 170
overview, 9 contrast activities, 155 Observation cues, 110
role of movement, 10–12 crescendo and decrescendo, 151 Obstacle courses
Movement sessions form, 152–153
attire, 129–130 mood, 153 and language arts, 193–194
equipment and props overview, 149 for toddlers, 48
balls, 131 phrases, 151–152 Occupations, 13, 119, 204–205
beanbags, 133 pitch, 151 Olds, A. R., 193
hoops, 131–132 rhythm, 153 Olympic gymnastics, 100, 101
overview, 130 staccato and legato, 151 One-Ball Activity, 131
parachutes, 137–138 tempo, 149–150 One Step at a Time album, 64
rhythm sticks, 135–136 volume, 150 Onlooker behavior, 49
scarves, 134–135 Musical experiences Outdoor movement education
streamers, 133–134 creating, 148 balance beams, 228–229
group size, 128–129 listening, 147 climbing structures, 227–228
length of, 126 overview, 147 overview, 224–226
overview, 124 playing, 148 platforms, 229–230
for preschoolers, 55 singing, 147–148 playground as place of learning, 234–235
scheduling, 124–126 Musical Hoops activity, 132 playground space, 226–227
space, 126–127 Musical intelligence, 14, 18 riding toys, 231–232
for toddlers, 45 Musical storytelling, 194 sand, 231
Movement skills, 103 Musical versions of fingerplays, 214 slides, 232, 233
categories of, 103 Music and movement centers, 143–145 swings, 232
Movement themes Music in Motion, 238 tires, 230–231
single, 117–119 Music Teachers National Association tunnels, 229
varied, 114–117 Outer space, 200
Moving In, On, and Around the Tire activity, (MTNA), 237 Over the Rope activity, 86
230 N P
Moving & Learning Across the Curriculum
NAEYC (National Association for the Edu- Palm to palm activities, 66
book, 119 cation of Young Children), 237 Parachutes, 137–138
Moving Like Animals activity, 51, 200 Parallel play, 49
Moving Slow/Moving Fast activity, 117f Nap time transitions, 219–220 Parker, M., 31, 89, 180
MTNA (Music Teachers National Associa- National Association for Music Education Parten, M., 49
Participation
tion), 237 (MENC), 237
Multicultural education, 205 National Association for Sport and Physical with little noise, rules regarding, 175
Multiple intelligences, 14, 187 Partner Activity, 131
Murray, R. L., 88 Education (NASPE), 7–8. See also Partner-based activities, 61
Muscular endurance, 6 Preschoolers, developmentally appro- Pass a Beat activity, 66
Muscular strength, 6 priate movement programs Pass a Face activity, 66
Music. See also Cross-curricular movement National Association for the Education of Pass a Movement activity, 66
Young Children (NAEYC), 237 Passing Overhead Activity, 131
programs; Musical development; National Dance Association, 95 Passing the Parachute activity, 138
Musical elements; Musical experiences Nationalities, music, 145 Pathways Around the Body activity, 134
activities Naturalist intelligence, 14, 18 Pathways Through the Air activity, 134
bean bag, 133 Nature activities, 13, 200 Pattern of development, 52f
clapping rhythms, 28 Nirschl, E., 109 Patty-cake, 42
exploring common meters, 28 No Contest: The Case Against Competition Peekaboo, 42, 135
with hearing impaired children, 71 book, 11 Peer relationships, 10, 11f
for infants, 44 Noise, participation with little, 175 Percussion, body, 47
rhythm, 81 Nonlocomotor skills Percussion instruments, 144, 145, 152
rhythm stick, 137 bend, 90 Percussive movement, 82
statues, 28 dodge, 93 Periods, music, 143
and art, 189–192 fall, 93–94 Personality traits, 29
choosing rock and sway, 92 Personal space, 77–78, 113
nationalities, 145 shake, 91 Personal space activities, 174
overview, 142 sit, 90–91 Personal Space activity, 230
periods, 143 stretch, 89–90 Pets theme, 120f
styles, 142–143 swing, 92 Phrases
textures, 145 turn, 91–92
for galloping, 86 twist, 92–93 creativity-fostering, 33
and mathematics, 198 Nonparticipants, 178–179 musical, 151–152
overview, 142, 145–147 Notice of forthcoming cleanup sessions, 218 Physical activity guidelines, 7–8
for relaxation, 182 Numbers, forming shape of, 196
in special need movement programs, 69 Numbers and Letters activity, 78
in toddler movement programs, 47
for transitions
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
248 INDEX
Physical domain of child development parachutes, 137–138 Schirrmacher, R., 30, 32
body composition, 7–9 rhythm sticks, 135–136 Scholastic Early Childhood Today
cardiovascular endurance, 5–6 scarves, 134–135
flexibility, 7 streamers, 133–134 publication, 238
muscular endurance, 6 Psychosocial development, 9 Scholastic Instructor publication, 238
muscular strength, 6 Pulling, 44, 94 Science, 198–202, 231
overview, 3–5 Punchinello activity, 221 Scraping, rhythm stick, 136
Punished by Rewards: The Trouble with Sedentary behaviors, 3–5
Physical education classes, 4 See My Face activity, 51
Physical fitness, 5 Gold Stars, Incentive Plans, A’s, Self-concept, 48, 50, 68
Physically challenged children, 69–70 Praise, and Other Bribes book, Self-confidence, 3, 11, 42
Pica, R., 200, 204, 207 177–178 Self-consciousness, 130
Pitch, 151 Pushing, 44, 95 Self-control, 72
Platforms, 229–230 Self-expression, 30–31, 33–34, 189
Plato, 25 Q Self-responsibility, 164
Playgrounds Senses, exploring, 199
Quality, music, 142 Sensory experiences, 43
as place of learning, 234 Quantitative ideas, 195 Separation anxiety, 41
space, 226–227 Questions, 163, 164, 167 Seven Kinds of Smart book, 187
static, 225 Quiet Moves, 136 Sex-role barriers, 66
Play leaders, 224 Quiet transitions, 218 Shake Like … activity, 91
Play with a Purpose, 239 Shaking, 91
Plus signs, 198 R Shapes
“Pop Goes the Weasel” activity, 9
Porter, L., 167 Rabbits and ’Roos activity, 9 art activities, 190
Positional concepts, 196 Raines, S. C., 193, 194 as element of movement, 78–79
Positive challenges, 176 Ramsey, M. E., 69–70 forming number, 196
Positive learning environment Rapping, rhythm stick, 136 geometric, 197
disruptive behavior, 179–180 Ray, M., 31 Shapes and Colors activity, 190
nonparticipants, 178–179 Reaching activities, 44 Shared space, 77
overview, 173 Reaction, 200, 201 Shipley, D., 224, 226, 232
role of relaxation, 181–182 Reading-readiness activities, 194 Shyness, 179
teaching tips Recesses, 15 Silliman, L., 180
Recordings, fingerplay, 214 Silly Moves activity, 57
being flexible, 178 Reiff, J. C., 12, 14 Simons, G. M., 24
establishing boundaries, 175–176 Reinforcement, positive, 176–177 Simon Says activity, 47, 115f, 117f, 121f
establishing rules, 174–175 Relationships, peer, 10, 11f Sinclair, C. B., 54, 84, 126
honest praise and positive reinforcement, Relaxation Singing, 147–148
Single movement themes, 117–119
176–177 nap time, 219–220 Single unit themes, 119–121
making corrections creatively, 176 in positive learning environment, 181–182 Sitting, 90–91
monitoring energy levels, 178 Repetition, 50, 73, 146, 147 Skill-related fitness, 5
overview, 173–174 Resistance training, 6 Skinny Paths activity, 227
using familiar imagery, 177 Rhythm, 80–81, 153, 193 Skipping, 66, 87
using positive challenges, 176 Rhythm Band Instruments, 238 Sky theme, 121f
using voice as a tool, 177 Rhythm sticks, 135–137 Slanted Rope, 165
Positive reinforcement, 176–177 Ribbon sticks, 130, 133–134 Slides, 232
Praise, 176–177 Riding a … activity, 232 Sliding, 86–87
Praise addicts, 176 Riding toys, 231–232 Snack-time, transition to or from, 216–217
Precontrol level of skill proficiency, 89 “Ring around the Rosie” activity, 48, 87, 221 Social appropriateness, 38
Premobile period, 43 Robots and Astronauts activity, 27, 79 Social development
Preschoolers (3- to 5-year olds) Rocking, 92 future implications, 10
developmentally appropriate movement Rolling, 100 overview, 9
programs Rolling a Ball activity, 53 role of movement, 10–12
affective development, 56–58 “Roll Over” song, 198 Social play, 49
cognitive development, 54–56 Round, exploring concept of, 190 Social studies
motor development, 58–61 “Row, Row, Row Your Boat” song, 152 families and friends, 203–204
overview, 54 Rowen, B., 194, 201 holidays and celebrations, 204
full-day programs for, 212f–213f Rules, 56–58, 174–175 multicultural education/diversity, 205
motor development in, 59–60 Running, 9, 52, 84 occupations and transportation,
musical development in, 26–27 Running as Though … activity, 84
physical activity guidelines for, 8 204–205
sample early childhood curriculum, 188f S overview, 202–203
Pretending to Be … activity, 227 self-concept, 203
Pretend play, 56, 114, 114f Safety Soft movements, 79
Pretend to Dodge activity, 93 of equipment, 139 Soft volume, 150
Pretend to Lift activity, 96 of infants, 44 Solar System activity, 121f
Primary Colors activity, 190 in movement session area, 127 Solitary play, 49
Primary theme, 110 of toddlers, 52 Song picture books, 259
Problem solving Songs. See also Music; Individual songs
during classroom transitions, 216 Samuelson, E., 68
when transitioning to outside of classroom, Sand, 231 by name
Sanders, S. W., 130 during cleanup, 219
217 Scarves, 134–135 to encourage movement, 8–9
Proficiency level of skill, 89 Scheduling and language arts, 194
Props for nap time, 220
movement sessions, 124–126 for transitions, 216, 217
balls, 131 sample of, 212f Sound games, 41
beanbags, 133 Sound identification activities, 193
hoops, 131–132
overview, 130
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
INDEX 249
Space promotion of communication skills by, 63 Traveling Along the Beam activity, 228
as element of movement, 77–78 promotion of problem-solving skills by, 63 Travel Like This … activity, 229
movement sessions, 126–127 promotion of social development by, Tummy time, 44
personal, 77–78, 113 Tunnels, 83f, 229
11–12 Turning, 91–92
Space Songs for Children project, 200 role in physical activity of children, 5 Turns, taking, 211
Spatial awareness activities, 64 Teaching methods Turtles activity, 120
Spatial concepts, 55, 56 direct, 161–163 Twisting, 92–93
Spatial intelligence, 14, 18 exploration, 167–170 Twist Like … activity, 93
Special needs children guided discovery, 163–167 Two-Hand/One-Hand Volley activity, 98
overview, 161 Type 2 diabetes, 4
developmentally appropriate movement Teaching tips
programs being flexible, 178 U
establishing boundaries, 175–176
emotional disabilities, 72 establishing rules, 174–175 Understanding Words activity, 194
hearing impairments, 70–71 honest praise and positive reinforcement, Uniformity, 163
limited understanding, 72–73 Unit themes, single, 119–121
overview, 68–69 176–177 Unoccupied behavior, 49
physical challenges, 69–70 making corrections creatively, 176 Unrestrictive clothing, 129
visual impairments, 71 monitoring energy levels, 178 Up and Down activity, 47–48
Spectrum of Teaching Styles model, 165 overview, 173–174 Using a Tire: The Many Imaginative
Speech development using familiar imagery, 177
infant, 39 using positive challenges, 176 Possibilities activity, 230
preschooler, 54 using voice as a tool, 177 Using the Ladder activity, 233
primary-grade children, 63 Teach Preschool, 238 Using the Slide activity, 233
for toddlers, 45 Television viewing, 4 Utilization level of skill proficiency, 89
Speed of movement, 79 Tempo, 149–150
Staccato, 151 “Ten Little Children” activity, 87 V
Stages, platforms as, 230 Ten Seconds activity, 64
Stamina, 6 Test of Gross Motor Development, 2nd Varied movement themes, 114–117
Static playgrounds, 225 Variety, music, 142, 143, 153
Static stretching, 7 edition (TGMD-2), 170 Vehicles, playground, 234
Statues activity, 28, 80, 155 Textures Verbalization, 165, 166
Statues and Rag Dolls activity, 79 Vibratory movement, 82
Step-hopping, 68, 87–88 exploring concept of, 190 Visually impaired children, 71, 224
Stick Sounds Activity, 136 music, 145 Visual modality of knowledge acquisition, 12
Stinson, S., 95, 126, 129 Themes Visual signals, 175
Story S-t-r-e-t-c-h-e-r-s books, 194 single movement, 117–119 Voice, using as tool, 177
Storytelling, musical, 194 single unit, 119–121 Volleying, 98
Story time, transition to or from, 217 varied movement, 114–117 Volume, 150
Straight, activity exploring concept of, 190 This Is My Friend activity, 215
Stranger anxiety, 41 Throwing, 96–97 W
Streamers, 133–134 Tightrope activity, 115f
Strength, muscular, 6 Time as element of movement, 79 Walking, 43, 83–84
Stretching, 7, 89–90 Time-outs, 180 Walking a Tightrope activity, 102
Striking, 96–97, 99 Tips, teaching. See Teaching tips Warnings
Strong movements, 79 Tiredness, 62f
Styles, music, 142–143 Tires, 230–231 about disruptive behavior, 180
Subtracting activities, 198 Toddlers (12 to 36 months) of forthcoming cleanup sessions, 218
Success, 53, 65 developmentally appropriate movement Water equipment, 235
Successive approximations, 179 Weather activities, 13
Sullivan, M., 94, 126, 129, 176, 178 programs Weight
Sunrise/Sunset activity, 121f affective development, 48–51 body, 7
Suspended movement, 82 cognitive development, 45–48 transferring, 100–101
Sustained movement, 82 motor development, 51–53 Weightlessness, 200
Swaying, 92 overview, 44–45 Weight training, 6
Swaying and Rocking activity, 92 half-day programs for, 212f Weiler, V. B., 109
Swinging, 82, 92, 103 motor development in, 51–53, 59 Weimer, T. E., 200
Swinging in Different Ways activity, 233 musical development in, 26 Welcoming children to class, 212, 215
Swing Like … activity, 93 physical activity guidelines for, 8 Wet Noodle activity, 94
Swings, 232 Torrance, E. P., 29, 32 “Wheels on the Bus” song, 216
Tossing games, 53, 135 Where Is Thumbkin? activity, 47, 116f, 117f
T Track Meet activity, 9 “Whistle While You Work” song, 219
Traffic safety, 204 Whole child, 188, 202. See also Cross-
Tactile modality of knowledge acquisition, 12 Trampolines, 234
Taking turns, 211 Transferring weight, 100–101 curricular movement programs
Tapping to a Beat Activity, 137 Transitions, 211 Witkin, K., 30
Target Practice activity, 97 arrival, 212–216
Teachers within classroom, 216–217 Y
cleanup, 218–219
communication departure, 221 Young children. See Preschoolers
with hearing impaired children, 70–71 nap time, 219–220
to outside classroom, 217–218
in-classroom activities, 8–9 overview, 211–212
including physical activity in classrooms, 7 Transportation, 204–205
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.