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Summary
Summary
Young children love to move, manipulate, explore, and experiment. It's how they learn--and have fun.
Imagine combining movement and sensory experiences to help young children and children with disabilities develop language skills--all while having a good time. That's what the refreshing new Movement ABCs: An Inclusive Guide to Language Development is all about.
The book presents a novel and fun way to develop language, movement, and cognitive skills in young children. It helps you teach the "whole" child, but it doesn't stop there. Recognizing how little time teachers have, the author includes many features that make the ideas easy to implement.
Movement ABCs: An Inclusive Guide to Language Development provides a wealth of developmentally appropriate movement activities tailored for children ages three to six. The book features an integrated curriculum approach, incorporating a variety of creative themes that will appeal to many professionals.
The detailed lesson plans are organized around the letters of the alphabet, and each lesson is divided into six parts: music suggestions, warm-up, opening, stations, closing, and teaching tips, including adaptations for different levels of abilities.
Each letter serves as a theme for exploring inner language concepts such as body parts, body movements, directions, and numbers. Children also are invited to explore a variety of tempos, colors, shapes, words, nouns, verbs and names.
Movement ABCs: An Inclusive Guide to Language Development provides a valuable framework for understanding the approach, planning guidelines, and tips for appropriate implementation as spelled out by the National Association for Sport and Physical Education.
Here are some more of the book's teacher-friendly features:
- 150 fun and inviting drawings that illustrate movements, games, and activities
- 26 chapter openers with reproducible art--great for use in class with kids and as ready-made posters
- 8 reproducible parent handouts--one for each month of the school year--that extend the life of the lesson by keeping parents involved
- A selected list of manufacturers and companies for locating music and equipment used in the book
Everything you need for success is here in this complete, developmentally-appropriate movement guide. You'll have in your hands an all-inclusive, ready-to-use program that can be individualized to give children choices. Best of all, you and your children will enjoy every fun minute.
Author Notes
Jolanda G. Hengstman is a physical educator at Sedgefield Elementary School in Charlotte, North Carolina. From 1992 to 1999, she was an adapted physical educator and athletic director at Metro School in Charlotte, a public school for students with developmental disabilities. Her physical education program was awarded the distinction of Demonstration School for Physical Education by the Governor's Council for Physical Fitness and Health and the North Carolina Department of Public Instruction. She also received the Governor's Council for Physical Fitness and Health's Youth Fitness Award for her efforts in 1998 and 1999. Hengstman is a Special Olympics coach and instructor of aquatics and adapted aquatics. She earned her master's degrees in adapted physical education from East Carolina University at Greenville and physical education from the Academy for Physical Education at Arnhem, Netherlands.
Table of Contents
| Preface |
| Acknowledgments |
| Part I Framework for Language Stimulation in Movement Lessons |
| Introduction |
| Characteristics of Young Learners |
| Planning |
| Implementing |
| Remaking, Recycling, and Reusing Materials |
| Practicing Safety |
| Part II Movement Lessons |
| Introduction |
| Understanding the Icons |
| The letter A A is for apple, ankle, arm, aerobics, and maybe even your name. Try out the lesson routine; a good start is half the game |
| The letter B B is for balls, balance, and balloons galore. Create goals so everyone can score |
| The letter C C is for clowning around, learning to clap, crawl, catch, and other movements that matter, while learning your letters |
| The letter D Dancing the day away, what an idea, and learning our ABCs along the way. Going down, dribble, duck, and drop-it's hard to stop |
| The letter E We see with our eyes and hear with our ears. Exercise stations and Elephant Swing are lots of fun, and the egg relay lets us run |
| The letter F Fast and faster we go, and far and farther we throw |
| The letter G ""I see, I see something green."" It is also for girls, gym, go, gallop, and glide |
| The letter H Let's do the Hokey-Pokey, and a whole lot more |
| The letter I We can form the letter with our bodies, it is us. And ice cream and ice skating are a must |
| The letter J Jogging and jumping up and down keep us fit. Jingle bells on your shoes are a great hit! |
| The letter K You are invited to go outside to fly a kite. Or stay indoors for a kicking course |
| The letter L Let's learn left from right as we go. Tapping the lummi sticks or doing the limbo |
| The letter M The letter M moves to the marching band music and tumbles on the mats |
| The letter N Can we be nosy and noisy, and check out the news? |
| The letter O The invitation to the Olympics is yours. Try moving on, out, off, and over the obstacle course |
| The letter P Playing with the parachute with our partners in PE. Learning about percussion for our musicians-to-be |
| The letter Q Who is queen for the day? That's the question. And when we are really quiet we can answer using gestures |
| The letter R After the races are run, and we've rock 'n' rolled like the best, we deserve to relax and to rest |
| The letter S How about throwing snowballs? Or take your chance to dance with spiders and scarves |
| The letter T The T is toe-tapping, tail-tagging, target-throwing, tennis-ball-tossing fun |
| The letter U The letter U goes up and under, and up and under all over the U.S.A |
| The letter V Who would not like to see themselves on video while moving wearing vests, and playing volleyball at their best? |
| The letter W Which way does the wind blow? North, south, east, or west? Winter wonderland is where you might go |
| The letter X Design pathways and crossroads, play a game of tic-tac-toe, and accompany the movements on a xylophone |
| The letter Y The letter Y is part of the sign for ""I love you."" We measure and jump a yard and learn to yo-yo, too |
| The letter Z What a way to end: with a zoo. We have a zebra, and the elephant is back, too. We zigzag from side to side. From beginning to end with pride |
| Part III Resources |
| Introduction |
| Resource A Activities in Other Support Areas |
| Resource B Music, Songs |
| Resource C Handouts for Students to Take Home |
| Resource D Suggested Readings and Resources |
| References |
