Waubonsee Community College

Movement and dance in early childhood, Mollie Davies

eng

Includes bibliographical references (pages 208-214) and index

illustrations

index present

non fiction

Movement and dance in early childhood

dictionariesbibliography

313778568

Mollie Davies

0-8 series

Èminently readable and accessible. Whether the reader is versed in movement understanding or a beginner, by the end of the book they should be a much better movement observer, teacher and handler' - Marion North, Principal and Chief Executive, Laban Centre for Movement and Dance. T̀his original and fascinating approach to children's movement development is highly recommended reading for tutors, practitioners and students alike' - Under Five

Preface for the 0-8 series / edited by Tina Bruce -- Introduction -- 1. What is movement? -- Theoretical framework of movement -- The body : what takes place -- The body in action -- Body design -- Body articulation -- Body shapes -- Bodily fluency -- Dynamics : how movement takes place -- Weight -- Qualitative space -- Time -- Flow -- Dynamics in context -- Space : the medium in which movement takes place -- Size and extension -- Zone -- Direction -- Level -- Pathways and patterns -- Relationships : the moving body interrelates -- The body relates to itself -- The body relates to objects -- The body relates to other people -- Summary -- 2. Learning to move -- Knowledge in the making -- Early 'handling' experiences -- Expressive interaction -- To move appropriately is a sign of development -- Early rhythmic play : accents and emphasis -- Developing shared play -- Ongoing movement development -- Balance -- Throwing -- A young appetite for movement -- Movement activity related to the stable environment -- The mobile and acrobatic use of the body -- Handling objects and making them move -- The expressive use of the body -- The movement curriculum in early childhood education -- The responses of very young children -- Summary -- 3. Moving to learn -- Action, feeling and thought -- A research project -- Setting up the programme -- The programme in action -- Analysing the results -- The next step -- Movement and spatial schema -- Observing Kriss at play : a structured environment -- The department store : an unusual play environment -- The supermarket : it's me that makes it happen -- A height and depth of experience : adjusting the environment -- Children and objects in motion -- Self-made rules -- Appropriate provision -- Families, friends and significant others : mother and daughter -- Family games : brothers play together -- Friends compete : on their own terms -- A school setting -- Summary4. The learning teaching environment -- Making a good start -- Learning and teaching : a movement-based environment -- In and around the home : natural and structured environments -- Water play and beyond -- Where games begin -- Shall we dance? -- Moving away from home : provision for the youngest children -- Provision in primary schools -- Learning situations : a flexible guide -- Free exploration -- Movement schemas and free exploration -- Extending schemas -- Schemas become more co-ordinated -- Guided exploration -- Consolidation -- Extension -- Half an hour with Lucy : an assessment of action schemas -- Summary -- 5. Supporting, extending and enriching movement -- Selecting appropriate learning phases -- A flexible approach -- Making suggestions and setting challenges -- Observation -- Looking and talking together -- Examples of sample activity sessions -- Starting, supporting, checking and recording -- Summary -- 6. A matter of expression -- Establishing the boundaries -- All movement is expressive -- Moods and movement -- Making a note of it -- Personal style -- Perry and Jake : movement expression in context -- The classification of movement re-visited -- How children move : making an 'effort' -- Assessing expressive behaviour -- Shobana's movement profile -- Timothy's movement profile -- Linking records -- Movement implications within general record-keeping -- The broader picture : a comprehensive movement profile -- The purpose of detailed movement observation -- The 'movement repertoires' of parents, carers and teachers -- Children observe adults too -- Child-to-child interaction -- Summary7. Creating, performing and appreciating dance -- Children as creators, performers and appreciators -- Identifying the nature of the provision for the very young -- The child as creator or dance-maker -- Helping the dance architecture take place -- Dances cannot be made from nothing -- Sources and resources -- The child as performer -- The child as spectator, appreciator and critic -- Dialogue and dance : a shared activity -- The legend of Panku -- Widening the image of dance -- For those children with a special interest in dance -- Summary -- 8. Dance in statutory education -- Where does dance belong? -- Interpreting guidelines and attaining targets -- Theory into practice -- Where do we go from here? -- Mix and match -- Preparation and reflection -- The foundation stage -- Making it up as we go along -- Introducing a blowing bubbles dance -- Blowing bubbles dance -- An introduction to the punching and jumping dances -- A punching and jumping dance (1) -- A punching and jumping dance (2) -- Key stage 1 -- Our winter dances -- Our winter dances : rationale, review and reflections -- Cymbal dance -- Cymbal dance : rationale, review and reflections -- Key stage 2 -- Firework dances -- Firework dances : rationale, review and reflections -- Anything you can do I can do better -- Anything you can do I can do better: rationale, review and reflections -- Summary, or starting point -- 9. Conclusion