| Description |
There is an early, ongoing, and intimate connection between movement, child development, emotions, and learning.
For example:
*A baby swings her arms and kicks her legs excitedly when she hears footsteps in the hall.
**She is learning that her parent will soon come into sight!
*A toddler throws his toy across the room when told it’s time to clean up.
**He has not yet learned to control his emotions, and so uses a motor act to express his understanding of his own frustration.
*A child just can’t seem to sit still, frequently tipping a seat back and preferring to stand.
**The child knows their body feels better, and that they can pay attention better, when in motion.
Movement is not simply in the service of of gross motor development. In this workshop, participants will explore the important relationship between movement, emotions, and development, and how incorporating simple strategies into daily routines can be of immense help.
Objectives
Participants will…
*describe the relationship between movement, emotions, child development, and learning
*utilize scientific evidence to support use of movement activities to foster optimal child development
*identify the ways in which movement might be incorporated into a child’s daily routines
*develop a plan for intentionally incorporating movement into their practice
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