LETS MOVE Early Childhood Strategies to Increase Physical Activity using Childrens Literature as a S

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LETS MOVE!Early Childhood Strategies to
Increase Physical Activity using Childrens
Literature as a Springboardby Barbara Trube,
Ed.D.
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LETS MOVE

• LETS MOVE is a three-
• tiered approach to
• increasing motor activity in
• early childhood
• classrooms.
• LETS MOVE is a series of
• strategies integrating
• movement with language
• and literacy learning in
• prekindergarten
• classrooms.

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• LETS MOVE uses
• movement to increase
• understanding of and
• encourage use of rich
• vocabulary, that is
• introduced in extraordinary
• themes and active
• experience projects.

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• LETS MOVE promotes motor skill acquisition an
• essential goal of any program that addresses the
• needs of the whole child. As children acquire
  skills,
• they develop awareness of
• space (where the body moves),
• effort (how the body moves) and
• relationships of body parts, objects and people.

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LETS MOVE promotes literature-based active
learning experiences.

• Quality children's literature can
• spark a range of motor responses
• stimulate imagination
• increase creativity (fluency, flexibility,
  elaboration, originality)
• elicit playful interaction with story elements

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• LETS MOVE addresses all domains of learning and
• incorporates best practice during interactive
• movement, or motor activity stations, and/or a
• motor learning laboratory.

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Daily physical activity is important!

• Educators plan for daily physical activity
  because
• movement is essential for childrens growth and
• development in all domains
• Cognitive
• Social
• Emotional
• Physical
• Domains work together to facilitate learning.

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Planning for physical activity is purposeful and
intentional!

• Development in one domain
• influences and is influenced
• by development in other
• domains. (NAEYC)
• Brain research supports
• linkages between cognitive,
• social, emotional and
• physical development.

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• The National Research Council (2001) reports in
• Eager to Learn Educating Our Preschoolers that
• quality preschool programs address cognitive,
• social, emotional, and physical development, and
• because young children vary considerably in each
• of these domains, teaching strategies need to
• be adapted to meet the specific needs and prior
• knowledge and understanding of individuals and
• groups of children. (p. 224)
• Follow Universal Design for Learning principles!
• Activities are planned with all children in mind.

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Proactive early childhood programs meet the
activity needs of all children.

• Motor skill development and childrens
• attitudes toward motor learning are established
  in
• the early years.
• Exercise habits become established during
• childhood.
• Increasing physical activity opportunities each
  day
• provides important health benefits for all
  children.

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Three Tiers to implementation of LETS MOVE

• Three Tiers Based on themes in childrens
  literature are
• Tier I Interactive Movement
• Tier II Motor Activity Station(s)
• Tier III Motor Learning Laboratory /
  Obstacle Course

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Interactive Movement (IM)

• IM takes place during a read
• aloud, shared reading, chant or
• fingerplay. Children react to
• story elements (plot, setting,
• character, theme) using physical
• activity.
• Elements of movement (time,
• force, flow, space, body) are
• explored as children respond to
• a selection or selections of
• childrens literature.

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Interactive Movement with Reading and Chanting
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(No Transcript)
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Motor Activity Station (MAS)

• A MAS is an area of the indoor
• or outdoor classroom where
• movements are performed.
• MASs give children non
• locomotor, locomotor and
• perceptual motor experiences
• that use fine, gross and
• manipulative movement
• opportunities.

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MASs promote Vocabulary Development

• Basing motor development
• (fine, gross, perceptual)
• activities on themes in
• children's literature helps
• teachers extend children's
• movement-related
• vocabularies
• children talk about movement concepts
• children experience elements of movement

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MAS promote Vocabulary

• Information is presented
• and reinforced in the
• context of childrens daily
• experiences through
• strategies
• non-verbal
• verbal
• kinesthetic
• visual

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Movement experiences facilitate learning in all
domains.
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Systematic physical activity assures motor
learning and development.

• Planning systematic physical activity assures
  time
• for fundamental movement skill development
• through
• Engagement
• Practice
• Refinement
• Integration
• Automaticity
• Coordination
• Other

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Motor Learning Laboratory (MLL)

• A MLL incorporates mini lab-like areas or
  stations
• in the classrooms indoor and/or outdoor physical
• environments where movement activities are
• based on themes supported by childrens
  literature.

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• A MLL includes safe
• and developmentally
• appropriate areas for
• exploring, practicing
• and refining gross, fine
• and manipulative motor
• activities to enhance
• coordination, balance,
• visual spatial
• integration, endurance,
• flexibility, agility, and
• strength.

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Highland Survival Island Adventure

• MLLs incorporate
• information from a song,
• poem, story/several
• stories that may be fiction
• or non-fiction. These
• selections inspire and
• prompt movement base
• on themes, plots,
• characters and settings.

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Survival Test Crossing the Snake Pit
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(No Transcript)
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Implications for incorporating daily physical
activity through LETS 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 are
• Available from the National Association for
• Sport and Physical Education (NASPE)

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NASPE Motor Skills/Standard 1

• All students will demonstrate the
• use of fundamental skills and
• motor patterns.
• Fundamental Movement Skills
• Movement patterns that involve
• different body parts
• legs
• arms
• trunk
• head

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Fundamental Motor Skills

• Running
• Hopping
• Catching
• Throwing
• Striking
• Balancing
• Other

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Fundamental Motor Skills are

• Foundational movements and precursor patterns
  leading to more specialized and complex skills
  used in
• games
• sports
• dance
• gymnastics
• outdoor education
• physical recreation

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NASPE Learning Concepts/Standard 2

• All students will begin to
• understand and develop
• a vocabulary of basic
• concepts associated
• with movement, and
• use them to guide their
• performance.

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NASPE Active Lifestyle/Standard 3

• All students will participate in at least one
  activity they enjoy that is associated with each
  component of fitness.

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NASPE Physically Fit Standard 4

• All students will have fun participating in
  health-enhancing activities which promote
  physical fitness.

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NASPE Personal Social Skills Standard 5

• All students will
• demonstrate
• responsible
• personal and social
• behaviors in
• physical activity
• settings.

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NASPE Diversity Standard 6

• All students will demonstrate cooperation,
  sharing and consideration of others, in a
  physical activity setting, regardless of
  differences among them.

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Values Physical Activity Standard 7

• All students will begin to show enjoyment and
  self expression through interactions with others
  during a variety of physical activities.

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Credits

• Huntington 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)