UNIT I-- What is Movement?
*There are many different types of movement some being sensory motor, small motor or large motor.
- Through a developmentally appropriate movement program, preschool instructors can help nurture the bodily/kinesthetic intelligence possessed in varying degrees, by all children. Though our society has tended to grant greater value to other of the intelligences, children who use and continue to use their bodies in innovative ways often become successful actors, athletes, crafts people, dancers, or surgeons.
- The vestibular sense is our sense of movement and is closely related to our sense of sight. We don't think about how our body moves when we are walking up and down stairs, right? The vestibular sense helps us maintains our muscle tone and coordinate the two sides of our body. It tells us what our body is doing, e.g., sitting, rocking, crawling, etc., and helps us know where we are in space.
- Closely related to the vestibular sense is our proprioceptive sense which gives us an awareness of body position. It is proprioception that allows us to guide our arm or leg movements without having to observe every action. It tells our brain when and how our muscles are contracting or stretching and how our joints are binding or extending so we know where are limbs are. As a result, we can go up the stairs without actively thinking about what we are doing.
- So, why are the vestibular and proprioceptive senses so important to our kids? Because these senses are involved in motor planning. Children who struggle with motor planning often have difficulties in school. Although we don't really think about it, these senses are necessary for writing, reading, looking at a blackboard, catching a ball, etc. Some children with poorly developed motor planning appear clumsy falling down or bump into things frequently. There are others who are compelled to constantly be moving, ie, running, hopping, jumping on peoples backs even running into walls on purpose! To avoid these kinds of outcomes, we need to give children frequent and regular opportunities for movement such as: rocking,swinging,climbing,walking, (especially on uneven surfaces -- when they are ready)crawling,jumping,riding on carousels or merry-go-rounds.
This video provides a brief description of Sensory Integration and how our senses should work together in our bodies and our brains to form connections.
- Sensory Integration Disorder [1] click back button to return.
These next two videos provide great examples of everyday teachers integrating movement into their rooms.
- Watch this video to see how teachers in BC provide movement and learning in their classrooms.Promising Practices[2] click back button to return
This video provides an example of more soothing movements.
- Chi Time Mind and Body
[3] click back button to return
Questions for Reflection:
- What is "meaningful physical activity"?
- Are Sensory Disorder activities only conducted through O.T. or can movement in the classroom provide benefits as well?
- How can we increase time spent on academics by spending time on movement activities?
- Is exercise a benefit or distraction in classrooms?
- What are the benefits if Chi-Time?