Movement Indoors

1
Lecture 10

• Movement Indoors

2
Review lecture 9

• Movement experiences which may be suited to
  outdoor locations
• Purposes of experiences and resources used
  outdoors
• Levels of challenge and appropriateness
• Introduction to practical issues including
  playground design
• Alternatives for indoor locations

3
Learning together in Early Childhood Paradigm

• Sit together in a group close to class leader
  (lecturer), to facilitate group sharing
• Participate in experiences or discussions to
  share understandings
• Ask questions which will assist in clarifying
  ideas and impressions
• CO-CONSTRUCTION OF UNDERSTANDING NOT DELIVERY OF
  INFORMATION

4
Objectives lecture 10

• Define the purposes of experiences and resources
  traditionally offered indoors
• Recognise the developmental level of manipulative
  experiences/resources
• Consider the practical issues in indoor contexts
  and experiences

5
Range of Indoor Manipulative Opportunities

• Art experiences ( drawing, painting, collage,
  clay, mixed media, weaving)
• Construction experiences ( project blocks, table
  blocks, building sets)
• Manipulative. equip ( threading, pattern boards,
  jigsaw puzzles)
• Routines (clothes fasteners, pouring drinks)
• Language ( puppets, finger plays,computer)

6
Other Movement Indoors

• LOCOMOTOR
• Transition between focus areas in
  playroom/classroom
• Indoor gross motor experiences during inclement
  weather
• Movement to music

• NON-LOCOMOTOR
• Equipment at various levels (table, floor rug -
  bend, kneel, stretch
• Movement to music
• Movement group starting school day or during
  inclement weather

7
Consider the Purposes of Experiences

• Manipulative ( or other) motor action - grips,
  rotation of joint,manual dexterity
• Perceptual - visual, auditory, tactile, other
• Cognitive - motor planning, representing ideas
  creatively
• i.e. thinking and movement

8
Manipulative Experiences-Art

• Draw - chalk, crayon, charcoal, pencil
• Paint - finger, brush, print, other tools
• Collage - cut, glue
• Textile-thread, weave
• Modeling -dough,clay

9
Purposes and Levels of Art Manip.- group
discussion

• Level of challenge of tools - length , thickness,
  softness of crayons/brushes, types of scissors,
  threading tools
• Influence of surface - easel, table
• Task/material challenge - dough / clay, threading
  size, initial sewing/weaving

10
Manipulative Experiences - Construction

• Stacking - foam blocks, rings on post,
• Constructing - project blocks, table blocks,
• Complex action- insert, twist , screw
• Fine detail - building sets with small pieces

11
ConstructionPurposes and Levels- group discussion

• Action for joining pieces - stack, press-on,
  twist action, screw action with tool
• Size of pieces - type of grip, firmness of fit,
  eye -hand coordination
• Cognitive challenge - details of ideas in
  construction, complexity of action

12
Manipulative Equipment

• Sensory -texture,shape, colour materials
  (infant)
• Insert Puzzles - post box, nesting box, pyramid
  rings, form board, jigsaw
• Pattern making - peg board, mosaic beads
• Insert/twist - thread, screw-on pairs.

13
Manip. - Purposes and Levels of Challenge - group
discussion

• Visual perception/puzzles (size,shape, colour,
  detail)
• Cognitive ( part whole ,strategy) - puzzles,
  pattern making
• Motor - puzzle handling aids( handles, borders),
  equipment action ( press-on, screw) size ( grip
  required, visual-motor issues)

14
Manipulative Language and Music Experiences

• Finger glove puppets
• Finger play / action rhyme
• Informal songs about childs actions
• Turning book pages
• Computer arrow keys, mouse, joystick

15
Manipulatives Routines

• Dressing - clips, buttons, zips, buckles, velcro,
  elastic etc
• Food - cut, spread, spoon, undo container
• Bathroom, wash, wipe
• Cleanup - wipe tables, pack away materials.

16
Language, Music and Routines - group discussion

• What types of computer hardware and software
  might be appropriate ?
• What ideas do you have for assisting children
  with fastenings on clothes?
• How would you decide the level of challenge in
  finger plays and action songs?
• What cooking experiences could support
  manipulative development with food ?

17
Levels of Challenge and Appropriateness

• Infants- grasp and release , multisensory
• Toddlers- hand grip, fill/empty, stack
• Threes- draw/paint, snip, insert, construct
• Preschoolers - collage, model, jigsaw insert,
  thread, clothes fasten, pattern
• Junior Primary- print, weave/sew, computer

18
Avoid Inappropriate Practices

• DO NOT focus on activities or toys - the
  current competency and zpd are core
• DO NOT focus on the group as a whole and assume
  one size fits all - individualise
• DO NOT focus on direct instruction - use an array
  of facilitation strategies
• DO NOT use just any item- the materials ,
  location and organisation are also curriculum

19
Using Travel Maps Effectively

• Observe the child and note their ability and
  personal approach, plus other relevant data.
• Move along the travel map to find a description
  which suits the observed skill. This current
  competency may be emerging or well established
• Next step(zpd)or goal may be next point on
  travel map or further development in current
  level.
• Experiences on your chart may suit, or you may
  need to go to texts for other ideas.

20
Practical Presentation Issues

• LOCATION
• Focus areas and traffic lanes
• Grouping of focus areas for practical reasons

• DISPLAY
• Grouping and presentation of items to show
  purpose
• Respect for equipment shown in careful
  presentation