1 ECE1005 Lecture 1 Thinking and Movement in Early Childhood Education Anne Petriwskyj

2 Studying ECE1005 :Resources PRINT Text - Pica text on experiences Study guide - content sequence and tasks Library - texts, journals, etc USQ CONNECT Powerpoint slides Tutorial tasks Frequently asked questions Link to library web site

3 Staff support for students TOOWOOMBA Lecture and tutorial Use of other supports lecturer or make appointment Libby Macintosh at tutorial times WIDE BAY As for Toowoomba lecturer Lindy Austin at tutorial times

4 ?Thinking and Movement Movement is not just a physical action Movement is controlled cognitively Perceptions help refine movements Conscious cognitive control enhances skill Becomes more automatic

5 Major Areas of Movement LARGE MUSCLE Actions using long muscles in arms, legs,trunk E.g. walk, stand, bend, skip, FINE MUSCLE Actions using small muscles in hands, feet, face E.g. grasp, point toes, purse lips

6 Experience 1 : Get up and Do Stand up and try out some movements, noting what you move ( large, fine muscles) Clench fist and stretch out your arm Take a few steps, feeling back of leg Stretch up and rotate trunk (body) Pick something up with finger and thumb

7 Experience 1 Feedback Did you notice? Many of these used both large and fine muscle groups? You really had to think about the action rather than just move Some involved travelling, some standing still, and some used just arms/hands

8 Fundamental Movement Patterns

9 Thinking about the Movement Movement involves not only the motor action, but cognitive control Perceptions are developed through movements, then assist in refining them Visual, auditory, tactile, kinesthetic and vestibular perceptions ( awareness) Body & space concepts; conscious control

10 Experience 2 : Get up and Do Try out these actions, thinking about how loss of a perceptual pathway or loss of conscious control affects the action Rub stomach and pat head ( at one time) Close eyes, stand on one leg,swing arms Wrap fabric around your fingers,try to pick up small items

11 Experience 2: Feedback Difficulty in carrying out two different actions at once ? Its about cognitive control Difficulty in maintaining balance or skills without visual guidance? Its about perceptual awareness guiding movements Difficulty in making fine movements without touch sensations? Perception plus?

12 Other Issues in Movement: The Role of Context INTERNAL ( how the child feels) Health,self confidence, stress Motivation, disposition EXTERNAL (outside influences) Weather, clothing, equipment

13 Experience 3 : Get up and Do Do actions to Macarena, Nutbush, YMCA or a children’s action song while talking to partner about something else Think pair share- tell partner how you manage doing tasks you hate, or when you feel unwell / hot and tired / stressed

14 Experience 3 : Feedback When too much is happening or you are not focussed, apparent ability declines. You may be capable, but its hard to show it When you are not feeling positive, apparent ability declines. You may be capable, but it will not be apparent on this occasion. Importance of seeing child’s perspective and not making assumptions

15 Integrated Development of Children Perceptual-motor development ( i.e. motor development does not occur alone) Cognitive control of movement ( i.e. role of conscious thought) Emotional influences ( i.e. role of child’s internal life) Social influences (i.e. peers,family etc)

16 Movement Education Child responsive Whole child, not just physical skills Success most of the time Less direct teaching Creative problem solving emphasis Non-competitive

17 Comparison with Traditional Physical Education Reduces direct teacher modeling Reduces child imitation of others Removes emphasis on right-wrong Avoids concentration on physical skills in isolation

18 Defining Movement Education Approach to physical education Emphasis on fundamental movement patterns Perceptual motor development/concepts e.g. spatial Philosophy of education Success-oriented Creative,problem solving Child responsive Non-competitive

19 Overall Approach to ECE1005 Child’s issues and interests at the centre of the curriculum (not teacher focussed) Creative problem-centred experiences ( not “ practice” or “ learning skills”) Teaching strategies facilitating child development ( not “instructing”)

20 Dynamic Systems Theory Movement skill development depends on inter-relationship of Central nervous system maturation Movement possibilities of body Environment Goals of child for that movement

21 Assessment in ECE1005 RESOURCE FOLIO Travel maps of child development and ideas for teaching 0-8 years Resource collection, purpose, materials and teaching strategies Referencing and copyright issues EXAMINATION 2 hours, closed book Short answer questions on content Longer questions on application of content Coverage of all coursework