Move, Play, and Learn with Smart Steps
Total Page:16
File Type:pdf, Size:1020Kb
The Kinetic Scale The Kinetic Scale The Senses Balance Intuition Power Coordination Control Sight (Vestibular) (Proprioception) Strength Midlines Positioning Hearing Posture Body and spatial awareness Stamina Dominance Pacing Smell Balance Body subconscious Flexibility Body rhythm Pressure or force Taste Alertness Strength management Agility Temporal awareness Eye-everything Touch Concentration coordination Stillness Refl exes Sensory Motor Language Verbal Physical Musical Symbolic From Move, Play, and Learn with Smart Steps: Sequenced Activities to Build the Body and the Brain (Birth to Age 7) by Gill Connell, Wendy Pirie, and Cheryl McCarthy, copyright © 2016. This page may be reproduced for individual, classroom, and small-group work only. For other uses, contact Free Spirit Publishing Inc. at www.freespirit.com/permissions. The Kinetic Scale: Move-to-Learn Activities Guide The Senses The Senses Balance Balance Intuition Intuition Power Power Coordination Coordination Control Control Sight Sight (Vestibular) (Vestibular) (Proprioception) (Proprioception) Strength Strength Midlines Midlines Positioning Positioning Hearing Hearing Posture Posture Body and spatial awarenessBody and spatial awareness Stamina Stamina Dominance Dominance Pacing Pacing Smell Smell Balance Balance Body subconscious Body subconscious Flexibility Flexibility Body rhythm Body rhythm Pressure or force Pressure or force Taste Taste Alertness Alertness Strength managementStrength management Agility Agility Temporal awarenessTemporal awareness Eye-everything Eye-everything Touch Touch Concentration Concentration coordination coordination Stillness Stillness Sights Rolling Tunneling Crawling Crawling Locomotion Sounds Spinning Inclines Walking Hopping Stability Smells Swinging Body awareness Running Climbing Manipulative play Tastes Rocking Pushing and pulling Jumping Marching Targeting Textures Balancing Lifting and carrying Hopping Skipping Fine motor activities Massage Turning upside down Skipping Bicycling Playground games Eye fitness Climbing Ball play Object permanence Tumbling Stepping-stones Sorting Stretching Sequencing Wheels play Patterning Music and movement From Move, Play, and Learn with Smart Steps: Sequenced Activities to Build the Body and the Brain (Birth to Age 7) by Gill Connell, Wendy Pirie, and Cheryl McCarthy, copyright © 2016. This page may be reproduced for individual, classroom, and small-group work only. For other uses, contact Free Spirit Publishing Inc. at www.freespirit.com/permissions. by Gill Connell, Wendy Pirie, and Cheryl McCarthy, copyright © 2016. © 2016. copyright Pirie, and Cheryl McCarthy, Wendy by Gill Connell, This page may be reproduced for individual, classroom, and small-group work only. For other uses, contact Free Spirit Publishing Inc. at www.freespirit.com/permissions. Spirit Publishing Inc. at Free contact other uses, For only. work and small-group individual, classroom, for be reproduced may This page The Movement Can-Do Guide 7) Age to (Birth Build the Body and the Brain to Activities Sequenced Steps: with Smart and Learn Move, Play, From From On the Move Watch Me Grow In the Know Play by Play Moving into new skills and abilities Growing through practice Automating skills while building by playing, exploring, and confidence to try more experimenting Snugglers Primitive reflexes in place Hand and foot recognition starts Fascinated by faces (studies facial Birth to rolling over Head control (first attempts) Hip tips (attempting to roll) expressions) Approximate age: Enjoys touch, massage, and Discovery through senses emerging Rolling independently 0–6 months skin-to-skin care (especially mouth) Pushing up (from tummy) Postural reflexes emerging (primitive reflexes abating) Squigglers Grasping Up on all fours Crawling Rocking, crawling, Mouthing (mimicking mouth movements) Rocking Pincer grip and sitting Commando crawling (beginning to explore Releasing grasp (voluntarily) Pushing into sitting position Approximate age: the floor) Changing hands 6–14 months Scampers Learning navigation (small spaces) Standing independently Eye-hand coordination emerging Pulling up to walking Pulling up to standing (aided) Climbing on furniture © 2016. copyright Pirie, and Cheryl McCarthy, Wendy by Gill Connell, or stairs (self-feeding) Approximate age: Cruising Toddling and walking 9–24 months Bobbing up and down (aided) Stompers Running Jumping (on two feet) Jumping (forward or backward) Running and jumping Bobbing up and down (independently) Upper body strength (beginning to hold Manipulative skills (using objects Approximate age: own weight) to affect other things) 20 months–3½ years Temporal awareness emerging (attempts to catch, bat, or kick moving ball) Scooters Early signs of handedness Marching Galloping Hopping and Balancing on one foot (dominant hand and Hopping on one foot Midlines sharpening climbing foot awakening) Coordinated climbing Dominant hand and foot developing Approximate age: 3–4 years Skedaddlers Leaping (from standing) Leaping (from running) Automated, coordinated Skipping, leaping, Cross-walking (crossing one foot over Skipping (no rope) movement such as dance, cooperative the other) skipping rope, and playground games games, and dance Approximate age: 4 years and older This page may be reproduced for individual, classroom, and small-group work only. For other uses, contact Free Spirit Publishing Inc. at www.freespirit.com/permissions. Spirit Publishing Inc. at Free contact other uses, For only. work and small-group individual, classroom, for be reproduced may This page Move, Play, and Learn with Smart Steps: Sequenced Activities to Build the Body and the Brain (Birth to Age 7) Age to (Birth Build the Body and the Brain to Activities Sequenced Steps: with Smart and Learn Move, Play, TOP–BOTTOM: © MIRAGE3 | DREAMSTIME.COM • © MONKEY BUSINESS IMAGES | DREAMSTIME.COM • © ASEPHZ | DREAMSTIME.COM • © LESYANOVO | DREAMSTIME.COM • TOP–BOTTOM: © MIRAGE3 | DREAMSTIME.COM • MONKEY BUSINESS IMAGES ASEPHZ LESYANOVO | DREAMSTIME.COM • © PETER MAUTSCH / MARANSO GMBH © ILKA-ERIKA SZASZ-FABIAN From From 2 SENSES Listening Mice Ear Development Whenever you want children to listen closely, sing the “Listening Mice” song (page 190). EQUIPMENT • Blanket • Optional: Various items for • Rattle toys sound cues (bell, whistle, • Music buzzer) • Quest Chests (see page 190) • Metal objects (such as spoons • Sticks, leaves, pinecones, and or coins) other natural materials • Blindfold KEY BENEFITS © HANNA MONIKA CYBULKO | DREAMSTIME.COM • Sound identification and • Ear tracking • Older children: Ensure natural materials (sticks, pinecones, discrimination • Auditory sequencing and so forth) are well rounded and not too sharp. • Auditory figure ground • Cooperation • All children: Do not blindfold children or cover their eyes if (ability to tune in and tune out they are not comfortable with this. Supervise and support activi- sounds) ties when children close their eyes or are blindfolded. Be sure the room is clear of obstacles when children are blindfolded. LANGUAGE FOCUS toward TEACHING GEMS Unlike visual stimulation, we don’t always think about our audi- CRITICAL SAFEGUARDS tory landscape as a learning experience. Even incidental expo- • Babies: Do not let babies or toddlers handle small objects such sure to sound helps develop auditory processing skills, which will as stones, sticks, coins, or other objects that may be easily put one day play a major role in children’s verbal and written skills. into their mouths or swallowed. Supervise closely whenever small Create a sound-rich environment. Talk a lot. Narrate everything. objects are used. And don’t forget to sing, too! ON THE MOVE WATCH ME GROW IN THE KNOW Snugglers SOUND AWARENESS. Giving baby different experiences with the sound of your voice starts to build her understanding of sound differentiation. THESE ARE YOUR EARS. Softly touch the SOUND GOES UP AND DOWN. Lay baby FOLLOW THAT SOUND! Lay baby down on contours of baby’s ears while talking and on her back and gently massage her from a blanket on the floor. Talk, sing, or make singing. Watch for baby’s reaction. Gently top to toe. As you move down baby’s body, a sound as you move around the room, blow on her ears. Encourage her to touch lower the pitch of your voice. Next, mas- encouraging her to look toward the sound. her ears and yours. Talk about what you sage up her body, raising the pitch of your Be sure to let her find you and see the hear. (D 5 min.) voice as you go. Repeat with baby lying on sound coming from you. (D 2–3 min.) her tummy. (D 2–3 min.) Squigglers SOUND AND MOVEMENT. Exploring sounds by using the body stimulates multiple senses while building sound discrimination and listening skills. EAR-A-BOO. Sing a song to the child. At SHAKE! SHAKE! SHAKE! Give the child 1 SOUND AND SEEK. Once baby is up and different intervals, gently cover the child’s or 2 rattle toys and assist her to shake them crawling around, duck out of sight and call ears to muffle what she hears. This will in different ways: high, low, to the front, out to her to encourage her to head toward give her the sense that sound continues to the side, and so forth. Turn on music and the sound of your voice. If baby is having even when she can’t hear it clearly. Repeat shake to the beat! (D 2–5 min.) difficulty locating your voice, reveal yourself several times so she hears the difference in several times until she grasps the game. volume throughout the song. (D 1–2 min.) Repeat by hiding in a new spot for baby to find you. (D 2–5 min.)