Shake_ Shake_ Shake

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					                                 Heather Bilton, Ed.D., NBCT

Movement is essential to learning. Movement integrates and anchors new
information into our neural networks. –Carla Hannaford
The focus of today is to provide
 enjoyable developmentally –
    appropriate movement
 experiences to increase gross
      motor development,
  coordination, balance, and
Physical Fitness and the Young Child
  Children 2 to 5 spend an average of 25 ½ hours per
  week watching television.

  What impact does that have on young children?
 Recent brain research is confirming what many educators have
  believed all along: the mind and body are not separate entities.

 Jensen (2008) confirms that not only do children learn by doing – and
  that movement is the child’s preferred mode of learning – but also that
  physical activity activates the brain much more so than doing seatwork.

 While sitting increases fatigue and reduces concentration, movement
  feeds oxygen, water, and glucose to the brain, optimizing its
  performance. Furthermore, learning by doing creates more neural
  networks in the brain and throughout the body, making the entire
  body a tool for learning (Hannaford, 2005). Active learning is also more
  fun for young children, which means it matters more to them!

       Managing Movement
 Know your children.

 Discuss safety and personal space.

 Give clear directions- one at a time!

 Model what you want to see.

 Ignore when appropriate.

 Stop if necessary with the magical phrase, “This isn’t working
  right now, we will try it again later.” (Jane Bluestein)
              Toddler Play
The control of the body develops from top (head) to bottom
(toes) and from the middle (trunk) to the outside (extremities).
The control of the body also
develops from large (gross) motor to small (fine) motor.
             Toddler Activities

 Jumping

 Rolling Balls- Beach ball Bowling

 Mirror Games/Follow the Leader

 Use imagery
So…let’s keep moving…
 Body Parts Activity

 Flag Activity

 Exploring Upside Down

From : Experience in Movement, Rae Pica (1995)
               Personal Space
 Getting into your personal space. Circle the rope
 (island, spot, bubble.)

 Carpet square

 Don’t burst the bubble

 Hoola Hoop

 The element of time refers to how slowly or quickly a
 movement is performed.

 Force concerns how strongly or lightly a movement is
Balance and Coordination
Movement activities provide opportunities to cross the
body's midline. Doing so requires the left and right
hemispheres of the brain to communicate across the
corpus callosum. This integration of the brain's
hemispheres is essential to the ability to read and write.

               Confucius said it best:
     "What I hear, I forget. What I see, I remember.
                  What I do, I know."
Social- Emotional Learning through Movement

 Daniel Goleman tells us creativity does not happen
  only in the mind. Self-expression is critical to
  creativity; the relationship between thinking and
  feeling and between mind and body.

 Make –Believe Walks Activity
 Make-Believe Shapes Activity
        Linking to Academics…

 Children learn experientially.

 Muscle memory and sensory learning

 Thirty to forty percent of children are
  kinesthetic/tactile learners

Children learn best through active involvement.
Prepositions, for example, are very much a part of
physical experiences. As children move over, under,
around, through, beside, and near objects (under the
monkey bars, through the tunnel, over the balance
beam), these words take on greater meaning and
Fauth (1992) tells us we retain:
 10 percent of what we read;
 20 percent of what we hear;
 30 percent of what we see;
 50 percent of what we hear and see at the same time;
 70 percent of what we hear, see and say; and
 90 percent of what we hear, see, say, and DO (acting out,
 dramatizing , dancing, painting, drawing, constructing).
Low Cost Movement Materials…
                        This set of cards is an innovative
                        combination of yoga postures and
                        language development activities
                        written specifically for preschool to
                        early elementary aged children. ABC
                        Yoga Cards for Kids blend the calming,
                        restorative, and stimulating aspects of
                        yogic movements with targeted
                        developmentally appropriate learning
Row, Row, Row your boat.

This is a great yoga exercise to do when kids need to burn off energy.

 1. Come to sitting position on the mat with legs extended in front.
  Sitting on a blanket or solid cushion will help keep the back straight.
 2. Raise your arms up parallel to the floor. Inhale and bend back.
 3. Exhale and lean forward, bending your knees slightly as you bring
  chest to knees. Attempt to touch your toes.
 4. Inhale and lean back. Repeat this motion in rapid sequence. Row
  your boat!

                 Helping children cope with anxiety and stress:

 Teach children relaxation techniques. Consider suggesting to a
    child such things as "take three deep breaths"; "count
    backwards"; "tense and release your muscles"; "play with play
    dough"; "dance"; "imagine a favorite place to be and visit that
    place in your mind" (use creative imagery) (O'Neill, 1993).

Ocean Breath pose is a simple but very effective pose for calming down and
focusing. This is a great exercise to be done stand alone as a quick transition
      Calm Your Class in One
      Minute with a Breathing

 One of the most effective tools we have found for
 teaching relaxed, diaphragmatic breathing. Watching
 the sphere's three-dimensional action combined with
 the "belly breathing" calms, centers and relaxes
 children and adults alike.

Progressive Muscle Relaxation (PMR)

      Wash Away Tension script
                                Heather Bilton, Ed.D., NBCT


Movement is essential to learning. Movement integrates and anchors new
information into our neural networks. –Carla Hannaford