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Preface | p. ix |
Introduction | p. xiii |
The Basics of Movement Education | |
Movement's Role in Child Development | p. 2 |
The Physical Domain | p. 2 |
The Social/Emotional Domain | p. 9 |
The Cognitive Domain | p. 14 |
Key Points | p. 22 |
Assignments | p. 22 |
References | p. 23 |
Movement's Role in Musical and Creative Development | p. 27 |
Music and the Young Child | p. 27 |
Creativity and the Young Child | p. 35 |
Key Points | p. 42 |
Assignments | p. 42 |
References | p. 43 |
Child Development Characteristics and Their Impact on the Movement Program | p. 45 |
Toddlers | p. 46 |
Preschoolers | p. 58 |
Early Elementary Children | p. 68 |
Children with Special Needs | p. 78 |
Key Points | p. 86 |
Assignments | p. 89 |
References | p. 89 |
Content of the Movement Program | p. 92 |
The Elements of Movement | p. 93 |
Locomotor Skills | p. 98 |
Nonlocomotor Skills | p. 106 |
Manipulative Skills | p. 113 |
Educational Gymnastic Skills | p. 119 |
Key Points | p. 125 |
Assignments | p. 125 |
References | p. 126 |
Planning For Movement and Music | |
Lesson Planning | p. 130 |
Creating Lesson Plans | p. 131 |
Developmental Progressions | p. 135 |
Using a Variety of Movement Themes | p. 137 |
Using a Single Movement Theme | p. 139 |
Using a Single Unit Theme | p. 141 |
Key Points | p. 143 |
Assignments | p. 144 |
References | p. 144 |
The When, Where, and What of Movement Sessions | p. 146 |
Scheduling | p. 147 |
Space | p. 150 |
Group Size | p. 153 |
Attire | p. 153 |
Equipment and Props | p. 154 |
Key Points | p. 167 |
Assignments | p. 168 |
References | p. 169 |
Choosing and Using Music | p. 170 |
Choosing Music | p. 170 |
Using Music | p. 175 |
Sample Activities | p. 189 |
Key Points | p. 193 |
Assignments | p. 193 |
References | p. 194 |
Facilitating Movement Experiences | |
Teaching Methods | p. 196 |
The Direct Approach | p. 197 |
Guided Discovery | p. 200 |
Exploration | p. 204 |
Key Points | p. 210 |
Assignments | p. 211 |
References | p. 211 |
Creating and Maintaining a Positive Learning Environment | p. 213 |
Tried and Tested Teaching Tips | p. 214 |
What about the Nonparticipant? | p. 220 |
What about Disruptive Behavior? | p. 221 |
The Role of Relaxation | p. 223 |
Key Points | p. 225 |
Assignments | p. 226 |
References | p. 226 |
Movement and Music Through the Day | |
Movement across the Curriculum | p. 230 |
Art | p. 233 |
Language Arts | p. 239 |
Mathematics | p. 242 |
Science | p. 248 |
Social Studies | p. 253 |
Putting It All Together | p. 257 |
Key Points | p. 260 |
Assignments | p. 261 |
References | p. 262 |
Using Movement and Music for Transitions | p. 263 |
Arrival | p. 265 |
Transitions within the Classroom | p. 269 |
Transitions to Outside the Classroom | p. 271 |
Cleanup | p. 272 |
Nap Time | p. 274 |
Departure | p. 275 |
Key Points | p. 276 |
Assignments | p. 277 |
References | p. 277 |
Bringing Movement Education Outdoors | p. 278 |
Playground Space | p. 280 |
Climbing Structures | p. 282 |
Balance Beams | p. 283 |
Tunnels | p. 284 |
Platforms | p. 285 |
Tires | p. 286 |
Sand | p. 287 |
Riding Toys | p. 287 |
Slides | p. 288 |
Swings | p. 289 |
Key Points | p. 292 |
Assignments | p. 293 |
References | p. 293 |
Developmentally Appropriate Practice in Movement Programs for Young Children Ages 3-5 | p. 295 |
Background | p. 295 |
Quality Movement Programs for Young Children | p. 296 |
Premises of Movement Programs for Young Children | p. 297 |
Intended Audience | p. 299 |
Integrated Components of Appropriate and Inappropriate Practice in Movement Programs for Young Children Ages 3-5 | p. 299 |
Sources and Resources | p. 308 |
Professional Organizations and Publications | p. 308 |
Relevant Publications | p. 309 |
Movement and Physical Education Book Publishers | p. 310 |
Books on Making Instruments | p. 310 |
Sources for Ordering Instruments | p. 311 |
Sources for Ordering Recordings | p. 312 |
Sources for Ordering Equipment and Props | p. 313 |
Movement Specialists and Workshops | p. 314 |
Glossary | p. 317 |
Index | p. 321 |
Table of Contents provided by Syndetics. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.