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Tuesday, 27 November 2012 12:50

123 class only-- notes: chap 10-11

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l123--Music and Movement

In Brief

If we, as educators, are to address the whole child—the thinking, feeling, moving human beings who come to us for their early education—we must also teach concepts as a whole rather than as separate pieces of information falling under the headings of segregated study units. As such, movement must play a vital role in the learning process. g

Terms to Know

Whole child

Kinesthetic mode

Bodily/kinesthetic intelligence

Content areas

Integrated approach to literacy


Quantitative ideas

Key Questions

Q. Cite three reasons why movement should be part of the learning process.

A. Possibilities include (1) To impact the whole child; (2) To address the kinesthetic mode of learning, or the bodily/kinesthetic intelligence; (3) To stimulate multimodal learning; (4) To facilitate class management; (5) To provide an effective means of evaluation; and (6) To provide a positive attitude toward learning.

Q. What do art and movement have in common?

A. They both develop motor skills, develop hand-eye coordination, and allow self-expression. Also, concepts like shape, size, spatial relationships, and line are part of both subjects.

Q. What are the four aspects of the language arts?

A. Listening, speaking, reading, and writing.

Q. How does talking about experiences, depicting them through movement, and then discussing the movement contribute to language development?

A. It requires children to make connections between their cognitive, affective, and physical domains.

Q. What are the math concepts appropriate for exploration with young children, all of which can be experienced through movement?

A. Quantitative ideas, number awareness and recognition, counting, basic geometry, and simple addition and subtraction.

Q. Which quantitative concepts are related to the movement element of force?

A. Light and heavy.

Q. How does the execution of locomotor, nonlocomotor, manipulative, gymnastic, and dance skills relate to science?

A. Any time children move, they are learning something about the functions of the human body.

Q. What is one aspect of self-awareness that fits under social studies ? What role can movement play in exploring it?

A. Emotion. Children can act out various emotions. Movement gives them “permission” to express themselves.

Art & Movement

Share in Common:

• Development of motor skills

• Eye-hand coordination

• Self-expression!

• Concepts such as

            – Shape

            – Size

            – Spatial relationships

            – Line

Movement & Language Arts:

• Play essential roles in life

• Involve rhythm

• Are forms of communication!

The foundations of math are grounded in concrete experience such as the exploration of objects and gradual understanding of their properties and relationships. The cognitive concepts . . . of classification, seriation (ordering), numbers, time, and space all contribute to the gradual acquisition of math concepts.”

Quantitative Concepts

big & little

long & short

high & low

wide & narrow

late & early

first & last



longer than

tall & short

light & heavy


same length











Science & Movement

Are Both About:

• Exploration

• Investigation

• Problem solving

• Discovery

• Learning by doing!

Science Themes

Explored in Classrooms:

•           The human body, including

            •           body parts & their functions

            •           the senses

            •           hygiene

            •           nutrition

•           Seasons

•           Weather

•           Animals

•           Plants

•           The ocean

Exploring Simple Science:

• Flotation

• Gravity

• Machinery

• Magnetics

• Balance & Stability

• Action & Reaction

• Electricity

Social Studies Themes

Explored in Classrooms:

•           Self-awareness

•           Families & Friends

•           Transportation

•           Occupations

•           Holidays & Celebrations

•           Multicultural Education

chapter 11           Using Movement and Music for Transitions

Chapter Outline

§ Arrival

§ Transitions within the Classroom

§ Transitions to Outside the Classroom

§ Cleanup

§ Nap Time

§ Departure

In Brief

Although generally not given as much consideration as other facets of the child’s early education, transitions do offer opportunity for learning, and movement and music are the perfect instructional tools.

Key Questions

Q. Cite four reasons why movement activities and music are beneficial transitional tools.

A. Possibilities include (1) Transitions already involve moving from one place to another, (2) Music is mood-altering, (3) Movement and music can make transitions pleasurable experiences, (4) Movement activities and songs provide a focus for children during transitions, (5) Movement activities and songs hold the attention of waiting children, (6) They are easily tied to curriculum content, and (7) Transitions present opportunities for additional experience with movement and music.

Q. When a shift in activity is forthcoming, what must teachers be sure to give the children?

A. Ample notice.

Q. Why is transition to departure important?

A. It helps achieve closure, which brings satisfaction.


Transition Tips

•          Remain calm and collected. •        Make necessary preparations in advance.

•          If the transition involves taking turns, be sure the same children aren’t always chosen to go first.

Lets try

chapter 12  Bringing Movement Education Outdoors                              

Chapter Outline

§  Playground Space

§  Climbing Structures


Elements of Movement

§  Balance Beams


Elements of Movement

§  Tunnels


Elements of Movement

§  Platforms


Elements of Movement

§ Tires


Elements of Movement

§ Sand

§ Riding Toys


Elements of Movement

§ Slides


Elements of Movement

§ Swings


Elements of Movement

In Brief

There’s no reason why a child’s education should take place indoors only. The outdoors provides a great opportunity for learning not only about life in general but also about movement. The playground is the obvious and natural choice for movement activities that require more space than what may be available indoors—and for many other facets of the movement program. On the other hand, bringing movement education outdoors helps ensure creative use of the playground, which can enrich the children’s development.

Terms to Know

Play leader

Static playgrounds

Divergent play experiences

Key Questions

Q. In what ways do traditional playgrounds and their traditional uses limit the children’s development?

A. Because they are static, traditional playgrounds and their uses don’t challenge the children and tend to limit their imaginative play.

Q. In addition to motor learning, what can the activities suggested in this chapter offer children?

A. They—and others like them—can provide children with outlets for creativity, self-expression, and problem solving.

Q. Name three alternatives to balance beams.

A. Skinny paths, narrow planks, and the edge of a sandbox, if wide enough.

Q. Cite four concepts, in addition to balance, that can be explored with the use of a balance beam.

A. Over, onto, off, and along (or across).

Q. What two types of skills are easily explored on platforms?

A. Balance and nonlocomotor skills.

Q. What two types of play does sand lend itself to? Which major content area is explored through experimentation with sand?

A. Constructive and fantasy. Science.

Q. What is often the most static piece of equipment on a typical playground? Why?

A. The slide, because it traditionally has few uses.

Q. A sense of one of the body’s midlines is developed through what action on which piece of playground equipment?

A. Pumping a swing.

“[The] adult who remains aloof from play misses opportunities for engaging with and learning from children.”