Presentation Handout

“Catch the Thrill of the Skill”

National Physical Education Conference

July 20, 2001

Kansas City, Missouri

 

 

The People. . .Go Up and Down:  Children Moving to Learn

 

Presenters

 

Bill Stinson                                         Irene Perazzo

Preschool/Elementary Specialist         Physical Education Teacher

Emporia State University                   Pinamar, Argentina

Emporia, KS 66801                            Graduate Student - ESU

Stinsonb@emporia.edu                       perazzoi@hotmail.com

 

Abstract

 

            With the recent emphasis on Gardiner’s Multiple Intelligences and brain-based learning research, teachers have become more intrigued by the possibilities of integrated learning experiences to make classroom learning more effective.  Involving the learner in an active, participatory role is an integral part of this approach.

 

            This presentation explores a variety of ways in which movement can be incorporated into the everyday early childhood (PreK-Grade 1) learning center.  The activities emphasized will be ones which physical educators and classroom teachers alike can use in limited spaces and equipment using an exploratory-discovery, problem solving approach.  In addition, educators of young children will be shown how various academic concepts introduced to young children at different developmental levels can be integrated into movement-based experiences to enhance comprehension and understanding.  Thematic lesson structures will be demonstrated to show how movement, literature, and music are employed in these integrated experiences to compliment the current circle and center time activities used in the early childhood classroom.  Special activities incorporating gross and fine motor skills will be presented which assist the teacher in helping children to calm down after physically and emotionally intense situations.  Finally, a calendar approach used to encourage preschool parent-child play will be presented as an incentive to get parents and children to interact and be physically active.

 

 

 

 

Session Activities

 

People on the Bus

 

The people on the bus go

            Up and down  (stand up and sit down or move up and down as walk)

Up and down

            Up and down

The people on the bus go

            Up and down

            All around the town

 

(The lights on the bus go. . .blink – open and shut hands)

(The horn on the bus goes. .honk – push hand down)

(The wipers on the bus go. . swish – arms back and forth)

(The wheels on the bus go. ..round and round – spin around)

 

Rhythm Sequence Challenge

 

Pictures of various actions or symbols for certain actions/sounds are arranged into a sequence to challenge a child’s rhythmical sense, recall, and reaction skills.  These pictures can be arranged on individual cards, in a sequence left to right on a sheet of paper or across the writing board. Each action is shown and practiced individually, then  all the actions are done together in a rhythmical sequence.

 

Listening Activities

 

            Echo Clap – repeat what the teacher claps.

            Clap With Me – As you see me clap, stop and clap with me,

            Count with Me – As you see/hear me count, stop and join me.

            Freeze – When you hear me say “Freeze” show me how your body would look it

was frozen and still.

 

Red Light Green Light

 

            The teacher faces the children who are at the other end of the play area.  When the teacher calls “Green Light” the children move toward the teacher.  Upon saying “Red Light” the children stop moving.  With young children, you may go around the room in follow the leader fashion to avoid congestion.  Also, there is no elimination or retreating, as in the traditional game.  Eventually, red- and green-colored signs are used along with the sounds to enhance meaning and interpretation.  You can integrate this activity with a unit on pedestrian safety.

 

 

 

 

Colors

 

            Each wall of the room is designated a color.  A poster or piece of construction paper of that color can taped on the wall for easy reference.  The children are asked to move in a variety of ways from one color to another. 

 

Twosies-Threesies

 

            The children are told to move randomly around the play area and listen for a number to be called.  When the number is called, the children must find the number of other children to stand next to, to make the total of that number.  The numbers can be varied and the locomotor patterns may be changed for variety in movement between numbers.

 

The Sounds of Fitness

 

            The children walk around the perimeter of the play space.  Once they are spaced out, stop the children.  Give them a sound (ring a bell) and show them an exercise or action to do in place (jump up and down) to do when they ever hear that sound.  “Let’s walk.”  After walking, ring the bell.  After a couple of times, do a new sound, etc.  Repeat the different sounds and add as many as you think can remember.  Also, change the locomotor patterns too.

 

Follow the Leader

 

            Due the developmental characteristics and needs of the young child, this activity should not only be an activity to be included quite frequently in movement sessions but it is also how they learn and master many motor skills as well.  It is standard teaching technique with this age group as well.  Actions in place, those requiring moving around the room, gross and fine motor skills as well can be practiced in this manner.

 

I See

 

The children may be on a spot, beside their chair, on a circle or in general space.  The teacher starts this activity by saying “I see” and the children respond by saying “What do you see?”  Then, the teacher says, “I see girls and boys . . .(an action or movement).”  For example, “I see girls and boys jumping up and down.”  The action continues until the teacher starts the next sequence with, “I see.”  Actions in place, basic movements, imaginative interpretations of different activities are all possibilities. 
This activity can also be used as a class management technique to get attention such as at the door waiting to leave.

 

 

 

 

 

Near and Far

 

            The children huddle near the teacher in the center of the room.  This is called “Near.”  Then, the children scatter away from the teacher on the edges of the room.  This is called “Far.” The children move as instructed by the teacher – Near and Far.  For example, “Can you move ‘Near’ me?”  Can you move ‘Far’ from me?”  “Can you keep moving ‘Near’ me?”  “Can you keep moving ‘Far’ from me?”  Various locomotor patterns and other directional words can be added to the activity.  Such as, “Can you skip ‘Near’ me?”  Can you hop ‘Away’ from me?”

 

            Spanish word (English word)         

 

            cerca (near)                 lejos (far)

            vengan (come)             vayan (go)

            hacia mi (to me)           lejos de mi (away from me)

 

Body Parts

 

            This body awareness activity involves (1) touching various body parts to such objects as a chair, the wall, the floor, the circle, the line, etc., and (2) shaking/moving different body parts on command.

 

Busy Bee

 

            The children are paired up and standing back-to-back with their partners.  Whenever the teacher calls out a body part, the children touch their body parts to their partner’s body parts.  For example, hand to hand, foot to foot, etc.  When the teacher says “Busy Bee,” the children must move around the room and find a different partner by the count of 5.

 

Newspapers

 

            Every child has a double unfolded sheet of newspaper.  The paper is placed on the floor and activity is on and around the paper.  For example, “Can you balance on one foot on your newspaper?”  “Sit down on it?”  “Stand up on it?” “Walk around it?” “Jump over it?”  Also, it can balanced on various body parts as we stand still and as we move.  Tossing and catching it various ways are other activities with it.

 

Fingerplays

 

            Fingerplays are used to develop listening skills as well as dexterity.  Also, they can be used a quieting activities at the end of physical education class for lining up and calming down purposes.  Some of the fingerplays tell stories, are musically-oriented, and some practice skills such as counting.  Also, the signing alphabet can be used to reinforce letters and communication skills.

 

Parent/Child Calendars

 

            The motor skills activity calendar is designed to help initiate daily, active play experiences between the preschool child and parent.  The calendar is set up to be used as part of a 10-15 minute play experience with each day being led off with one activity, sometimes using common play equipment such as a ball or a newspaper.

 

Argentina Movement/Musical Activities

 

            These popular children’s action songs are used in the Argentina schools to emphasize various cultural and academic concepts. Movement is used as vehicle to reinforce language comprehension.  The Spanish version with English translation is included; plus a description of the significance of its presence in the Argentinean culture.

 

Salta La Perdiz

 

The partridge is a very common native bird to the Argentina countryside.  Traditionally, the hunters hunted the partridge to feed their families.

 

Salta, Salta la Perdiz

                        (partridge)

en los campos de maiz

                        (cornfield)

cuando viene el cazador

                        (hunter)

la perdiz se escondio

                        (hides)

 

English translation and movements

 

Hop, hop the partridge (hopping like a partridge)

In the cornfield  (sway like the cornfield)

When the hunter appears  (act like a hunter)

The partridge hides. (hide on the ground)

 

El Elefante

 

This is a traditional Argentina counting song which describes the story of  the elephants balancing on a spider web.  First, one elephant, then two . . .

 

Un elefante

Se balanceaba

Sobre la tela de una arana,

Como veia que no podia

Fue a llamar a otro elefante.

 

Dos elefantes

Se balanceaba

Sobre la tela de una arana,

Como veian que no podian

Fueron a llamar a otro elefante.

 

(. . . tres, cuatro, cinco, seis, siete, ocho, nueve, diez)

 

 

El Calentamiento  (body parts song)

 

In the 1800’s, the gauchos fought for Argentina Independence against the Army of Spain.  Argentina Independence Day is July 9^th.  This action son describes how the gauchos got ready to fight against the Spanish cavalry.  As the song describes it, they warmed up by moving their arms, legs, head, and body.

 

En la battalla del calentamiento

                                    (warming up)

habia una vez

la fuerza del jinete

Jinete a la carga con una mano,

                                    (one hand)

con las dos,

            (two – hands)

En la battala del calentamiento

Habia una vez

La fuerza del jinete

Jinete a la carga

Con una peirna, con las dos peirnas

            (one leg)          (two legs)

En la battala del calentamiento

Habia una vez

Laf fuerza de un jinete

Jinete a la carga

con la cabeza

            (head)

con todo el cuerpo.

            (body)

 

English translation

 

In warming up for battle

Once a upon a time

Was the power of a horseman

Power of a horseman

Moving one hand, two hands.

 

In the warming up for battle

Once upon a time

Was the power of a horseman

Power of a horseman

Moving one leg, two legs..

 

In the warming up for battle

Once upon a time

Was the power of a horseman

Power of a horseman

Moving his head, all his body.

 

*Many of the above activities were taken from:

 

            To Move To Learn To Grow:  Movement Experiences for Young Children by Bill Stinson.