Movement and Dance in Early Childhood 2nd Edition by Molli Davies- Ebook PDF Instant Download/Deliver: 0761940537 978-0761940531
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ISBN 10: 0761940537
ISBN 13: 978-0761940531
Author:Molli Davies
`This original and fascinating approach to children′s movement development is highly recommended reading for tutors, practitioner and students alike′ – Under Five
`Movement and Dance in Early Childhood offers a clear and accessible entry into the world of movement and dance and the possibilities that exist for children, their families and the wider educational community′ – Every Child
`Eminently 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
In this unique and innovative book on movement and dance development from birth to eight years, the author draws on her depth of knowledge and practical experience in helping children to become skilled, creative and imaginative in a wide range of movement-oriented activities. The book seeks to help early childhood educators and parents in very practical ways and provides guidance based on a sound theoretical understanding.
Originally published as Helping Children Learn Through a Movement Perspective, this book has been updated in the light of recent research. The author extends her investigation of how young children learn in and through movement. There is an expanded chapter on dance, which suggests strategies for working with young children and examines ways in which young children take on the roles of dance-makers, performers and appreciators. An additional chapter shows ways in which the expressive and artistic aspects of children′s movement can be appropriately located and includes exemplars for dance at Key Stage 1 and the early phases of Key Stage 2.
Movement and Dance in Early Childhood 2nd Table of contents:
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
Summary
4 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
Summary
7 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
Bibliography
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