Early Steps Physical Education Curriculum THEORY and PRACTICE for CHILDREN UNDER 8
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Early Steps Physical Education Curriculum THEORY AND PRACTICE FOR CHILDREN UNDER 8 Evridiki Zachopoulou Jarmo Liukkonen Ian Pickup Niki Tsangaridou Human Kinetics Library of Congress Cataloging-in-Publication Data Early steps physical education curriculum : theory and practice for children under 8 / Evridiki Zachopoulou ... [et al.]. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-7360-7539-8 (soft cover : alk. paper) ISBN-10: 0-7360-7539-9 (soft cover : alk. paper) 1. Physical education for children--Curricula. 2. Physical education and training--Study and teaching (Preschool)--Curricula. 3. Movement education--Curricula. 4. Education, Preschool--Activity programs. I. Zachopoulou, Evridiki. GV443.E25 2010 613.7’042--dc22 ISBN-10: 0-7360-7539-9 (print) ISBN-13: 978-0-7360-7539-8 (print) Copyright © 2010 by Evridiki Zachopoulou, Jarmo Liukkonen, Ian Pickup, and Niki Tsangaridou This book is copyrighted under the Berne Convention. All rights are reserved. Apart from any fair dealing for the purposes of private study, research, criticism, or review, as permitted under the Copyright, Designs, and Patents Act 1988, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, electrical, chemical, mechanical, optical, photocopying, recording, or otherwise, without prior written permission of the publisher. Notice: Permission to reproduce the following material is granted to instructors and agencies who have purchased Early Steps Physi- cal Education Curriculum: Theory and Practice for Children Under 8: pp. 203-218. The reproduction of other parts of this book is expressly forbidden by the above copyright notice. Persons or agencies who have not purchased Early Steps Physical Education Curriculum: Theory and Practice for Children Under 8 may not reproduce any material. The lessons in chapters 6 and 7 were created by Evridiki Zachopoulou, Jarmo Liukkonen, Ian Pickup, Niki Tsangaridou, Elisavet Konstantinidou, Paivi Innila, Anna-Maija Pontinen, Anne Saarikangas, Efthimios Trevlas, and Paula Valkama. They were developed as part of the Early Steps research project that was funded by a grant from the European Commission (Directorate-General for Education and Culture), Socrates Programme, Comenius 2.1 Action, Project number: 118192-CP-1-2004-1-GR-COMENIUS-C21. Lessons printed by permission from Zachopoulou, Evridiki, Niki Tsangaridou, Ian Pickup, Jarmo Liukkonen and Vasilis Gram- matikopoulos (2007), Early Steps: Promoting healthy lifestyle and social interaction through physical education activities during preschool years. Xristodoulidi Publications, Thessaloniki, Greece. The Web addresses cited in this text were current as of September 2009, unless otherwise noted. Acquisitions Editor: Scott Wikgren Developmental Editor: Ragen E. Sanner Assistant Editor: Anne Rumery Copyeditor: Alisha Jeddeloh Indexer: Andrea J. Hepner Permission Manager: Dalene Reeder Graphic Designer: Nancy Rasmus Graphic Artist: Patrick Sandberg Cover Designer: Bob Reuther Photographer (interior): Photos courtesy of Elisavet Konstantinidou, unless otherwise noted Art Manager: Kelly Hendren Associate Art Manager: Alan L. Wilborn Illustrator (cover and interior): © Iordanis Kioumourtzoglou, unless otherwise noted Printer: Versa Press Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 The paper in this book is certified under a sustainable forestry program. Human Kinetics Web site: www.HumanKinetics.com United States: Human Kinetics Australia: Human Kinetics P.O. Box 5076 57A Price Avenue Champaign, IL 61825-5076 Lower Mitcham, South Australia 5062 800-747-4457 08 8372 0999 e-mail: [email protected] e-mail: [email protected] Canada: Human Kinetics New Zealand: Human Kinetics 475 Devonshire Road Unit 100 P.O. Box 80 Windsor, ON N8Y 2L5 Torrens Park, South Australia 5062 800-465-7301 (in Canada only) 0800 222 062 e-mail: [email protected] e-mail: [email protected] Europe: Human Kinetics 107 Bradford Road Stanningley Leeds LS28 6AT, United Kingdom +44 (0) 113 255 5665 e-mail: [email protected] E4533 Contents Introduction: Moving to Learn and Learning to Move v Evridiki Zachopoulou Ian Pickup Alexander Technological Educational Roehampton University, United Kingdom Institute of Thessaloniki, Greece Part I Basics of an Early Childhood Physical Education Curriculum Chapter 1 Early Childhood Physical Education in Europe 3 Arja Sääkslahti Jarmo Liukkonen University of Jyväskylä, Finland University of Jyväskylä, Finland Variations in Institutional Structures 4 • Physical Education in Early Child- hood 4 • Societal and Environmental Challenges 6 • Conclusion 6 • References 7 Chapter 2 Teaching Methods 11 Ian Pickup Roehampton University, United Kingdom Need for Child-Centred Teaching Methods 12 • Starting From the Child 13 • Selecting What to Observe 14 • Acting on Observations 15 • Teaching Styles to Promote Learning 16 • Using Group Work 18 • References 18 Chapter 3 Teacher Behaviours 21 Niki Tsangaridou University of Cyprus, Cyprus Characteristics of Effective Teachers 22 • Essential Instructional Strategies for Teaching Physical Education 23 • Conclusion 28 • References 28 Chapter 4 Promoting Children’s Sound Personality Development and Intrinsic Motivation Towards Physical Activity 31 Jarmo Liukkonen University of Jyväskylä, Finland Social Development Through Physical Education 33 • Development of Intrinsic Motivation Through Physical Education 34 • Motivational Climate in Physical Education 35 • References 37 Chapter 5 Early Steps Physical Education Curriculum Standards 41 Jarmo Liukkonen University of Jyväskylä, Finland Standard 1 43 • Standard 2 46 • References 50 iii Contentsiv Part II Implementing the Early Steps Physical Education Curriculum Chapter 6 Social Interaction Lesson Plans 57 Chapter 7 Healthy Behaviour Lesson Plans 125 Chapter 8 Evaluation Methods 189 Vasilis Grammatikopoulos University of Thessaly, Greece Evaluation in Education 190 • Evaluation in Early Childhood Education 190 • Evaluation Objects, Goals, and Criteria 191 • Programme Evaluation in Education 192 • Systems Approach Evaluation 192 • Practical Applications and Forms 193 • References 194 Appendix: Description of the Early Steps Project 195 Evridiki Zachopoulou Alexander Technological Educational Institute of Thessaloniki, Greece Index 219 About the Authors 222 About the Contributors 223 Introduction Moving to Learn and Learning to Move Evridiki Zachopoulou, PhD Alexander Technological Educational Institute of Thessaloniki, Greece Ian Pickup Roehampton University, United Kingdom Early Steps Physical Education Curriculum: the ability to concentrate on one’s own task while Theory and Practice for Children Under 8 offers other activity is going on, but it also teaches the both theory and practice for anyone who realises importance of allowing others to concentrate. the value of movement in young children’s lives This is an important form of self-discipline, which and wishes to use movement as a learning tool for is a key to positive classroom behaviour and to children under the age of 8. The main philosophy individualised study later on. behind the Early Steps project is the use of move- This book has been designed as a resource ment to facilitate children’s social interaction and for early childhood educators as they try to find to help them acquire the basic knowledge for the most appropriate way to facilitate children’s maintaining a healthy, active lifestyle. socialisation while also helping them become The child’s body may be considered the primary familiar with aspects of a healthy lifestyle. learning centre when it comes to building the The term healthy lifestyle can be applied foundation for overall development and learning. broadly to the behavioural choices people make It is important during the preschool and early in respect to activity levels, development of elementary school years for children to have many physical fitness, cardiorespiratory condition, opportunities for engaging in physical activi- emotional health and well-being, relationships, ties. Movement and use of the body have many personal safety, smoking, alcohol consumption, meanings for the young child. Movement equates drug abuse, and nutrition. These choices can be to discovery of the environment. It is an impor- viewed as positive (i.e., a desire to be healthy) if tant ingredient in communication, it promotes they lower the risk of being seriously ill or dying acceptance, it is sheer enjoyment and sensuous early. A healthy lifestyle helps people enjoy more pleasure, it means freedom, it means safety. aspects of their lives for longer. Movement games foster interpersonal skills Some research shows that young people who and help children learn to cooperate with others. engage in regular physical activity are more Through these experiences, children begin to find likely to make healthy lifestyle choices and that a place in the social world, while educators can children who are regularly active have increased capitalise on the cooperative aspects of partner levels of concentration and higher academic games and foster sensitivity to and responsibility attainment. These claims are difficult to sub- for one another. Movement experiences also give stantiate, although most early childhood educa- children an environment in which they can learn tors have anecdotal evidence supporting these to play alone within a group. This not only fosters claims. Regular physical activity helps children v Introductionvi and young people