Presentation on theme: "LET’S MOVE! Early Childhood Strategies to Increase Physical Activity using Children’s Literature as a Springboard by Barbara Trube, Ed.D."— Presentation transcript:
1LET’S MOVE! Early Childhood Strategies to Increase Physical Activity using Children’s Literature as a Springboard by Barbara Trube, Ed.D.
2LET’S MOVE LET’S MOVE is a three- tiered approach to increasing motor activity inearly childhoodclassrooms.LET’S MOVE is a series ofstrategies integratingmovement with languageand literacy learning inprekindergarten
3LET’S MOVE usesmovement to increaseunderstanding of andencourage use of richvocabulary, that isintroduced in extraordinarythemes and activeexperience projects.
4LET’S MOVE promotes motor skill acquisition – an essential goal of any program that addresses theneeds of the whole child. As children acquire skills,they develop awareness of:space (where the body moves),effort (how the body moves) andrelationships of body parts, objects and people.
5LET’S MOVE promotes literature-based active learning experiences. Quality children's literature can:spark a range of motor responsesstimulate imaginationincrease creativity (fluency, flexibility, elaboration, originality)elicit playful interaction with story elements
6incorporates best practice during interactive LET’S MOVE addresses all domains of learning andincorporates best practice during interactivemovement, or motor activity stations, and/or amotor learning laboratory.
7Daily physical activity is important! Educators plan for daily physical activity becausemovement is essential for children’s growth anddevelopment in all domains:CognitiveSocialEmotionalPhysicalDomains work together to facilitate learning.
8Planning for physical activity is purposeful and intentional! “Development in one domaininfluences and is influencedby development in otherdomains.” (NAEYC)Brain research supportslinkages between cognitive,social, emotional andphysical development.
9The National Research Council (2001) reports in Eager to Learn: Educating Our Preschoolers that“quality preschool programs address cognitive,social, emotional, and physical development, andbecause young children vary considerably in eachof these domains, teaching strategies need tobe adapted to meet the specific needs and priorknowledge and understanding of individuals andgroups of children.” (p. 224)Follow Universal Design for Learning principles!Activities are planned with all children in mind.
10Proactive early childhood programs meet the activity needs of all children. Motor skill development and children’sattitudes toward motor learning are established inthe early years.Exercise habits become established duringchildhood.Increasing physical activity opportunities each dayprovides important health benefits for all children.
11Three Tiers to implementation of LET’S MOVE Three Tiers – Based on themes in children’s literature are:Tier I: Interactive MovementTier II: Motor Activity Station(s)Tier III: Motor Learning Laboratory / Obstacle Course
12Interactive Movement (IM) IM takes place during a readaloud, shared reading, chant orfingerplay. Children react tostory elements (plot, setting,character, theme) using physicalactivity.Elements of movement (time,force, flow, space, body) areexplored as children respond toa selection or selections ofchildren’s literature.
15Motor Activity Station (MAS) A MAS is an area of the indooror outdoor classroom wheremovements are performed.MASs give children nonlocomotor, locomotor andperceptual motor experiencesthat use fine, gross andmanipulative movementopportunities.
16MASs promote Vocabulary Development Basing motor development(fine, gross, perceptual)activities on themes inchildren's literature helpsteachers extend children'smovement-relatedvocabularies:children talk about movement conceptschildren experience elements of movement
17MAS promote Vocabulary Information is presentedand reinforced in thecontext of children’s dailyexperiences throughstrategies:non-verbalverbalkinestheticvisual
18Movement experiences facilitate learning in all domains.
19Systematic physical activity assures motor learning and development. Planning systematic physical activity assures timefor fundamental movement skill developmentthrough :EngagementPracticeRefinementIntegrationAutomaticityCoordinationOther
20Motor Learning Laboratory (MLL) A MLL incorporates mini lab-like areas or stationsin the classroom’s indoor and/or outdoor physicalenvironments where movement activities arebased on themes supported by children’s literature.
21A MLL includes safeand developmentallyappropriate areas forexploring, practicingand refining gross, fineand manipulative motoractivities to enhancecoordination, balance,visual spatialintegration, endurance,flexibility, agility, andstrength.
22Highland Survival Island Adventure MLLs incorporateinformation from a song,poem, story/severalstories that may be fictionor non-fiction. Theseselections inspire andprompt movement baseon themes, plots,characters and settings.
25Implications for incorporating daily physical activity through LET’S MOVE Young children learn best by doing;Movement programs are success oriented;Successful completion of motor tasks promote feelings of competence;Motor exploration (process) is more important than performance (product);Integrated content areas have greater relevance than an isolated content area.A set of prekindergarten standards areAvailable from the National Association forSport and Physical Education (NASPE)
26NASPE Motor Skills/Standard 1 All students will demonstrate theuse of fundamental skills andmotor patterns.Fundamental Movement Skills:Movement patterns that involvedifferent body parts:legsarmstrunkhead
27Fundamental Motor Skills RunningHoppingCatchingThrowingStrikingBalancingOther
28Fundamental Motor Skills are… Foundational movements and precursor patterns leading to more specialized and complex skills used in:gamessportsdancegymnasticsoutdoor educationphysical recreation
29NASPE Learning Concepts/Standard 2 All students will begin tounderstand and developa vocabulary of basicconcepts associatedwith movement, anduse them to guide theirperformance.
30NASPE Active Lifestyle/Standard 3 All students will participate in at least one activity they enjoy that is associated with each component of fitness.
31NASPE Physically Fit Standard 4 All students will have fun participating in health-enhancing activities which promote physical fitness.
32NASPE Personal & Social Skills Standard 5 All students willdemonstrateresponsiblepersonal and socialbehaviors inphysical activitysettings.
33NASPE Diversity Standard 6 All students will demonstrate cooperation, sharing and consideration of others, in a physical activity setting, regardless of differences among them.
34Values Physical Activity Standard 7 All students will begin to show enjoyment and self expression through interactions with others during a variety of physical activities.
35CreditsHuntington Elementary Summer Kindergarten Jump Start (Mona Kellar, Caridi Detty)Ohio University – Chillicothe Teacher Candidates (Julia Bateman, Carlene Behana, Renee Borland, Heather Clark, Rachel Finley, Sharon McComas, Emily Park, Trina Reynolds, Heather Tarlton, Tara Williams)Pickaway County Head Start (Ms Kim, Donna Solvey)Ross County CAO Head Start Ross County Joint Vocational School Preschool Program (Connie Page, Sally Simmons)Scioto County Head Start & ELI Programs for Highland Survival Island Adventure (Sarah Sloan & Teachers)Unioto Elementary Summer Kindergarten Jump Start (Linda Collins, Linda Miller)YMCA Washington Courthouse (Melissa Smith)