Encouraging physical development through movement-play / Carol Archer and Iram Siraj.

Enhanced descriptions from Syndetics:

Movement-play, put simply, is encouraging physical activity in a child-led manner for the benefit of children′s health, learning and wellbeing. This book looks at the theory behind the importance of movement and:

The early years is one of the critical periods in the establishment of physical behaviours and physical development is also one of the prime areas of the EYFS as well as other, global, curricula. A must-read for students on Early Childhood and Early Years courses and Early Years practitioners to improve their practice and understanding of psychical development for the benefit of young children.

Table of contents provided by Syndetics

• Figures and tables (p. viii)
• About the authors (p. x)
• Acknowledgements (p. xi)
• 1 Movement-play and its influence on young children's development (p. 1)
• What is movement-play? (p. 1)
• Physical activity and health (p. 1)
• Linking movement with five areas of early childhood development (p. 2)
• Neuroscience research, the brain, exercise and learning and their application to education (p. 5)
• Movement patterns, development and learning (p. 10)
• Reflexes (p. 11)
• The seven senses (p. 13)
• The vestibular system (p. 14)
• Proprioception - the sixth sense (p. 15)
• Movement patterns (p. 16)
• Case study (p. 18)
• Conclusion (p. 20)
• Further reading (p. 20)
• 2 Making the case for physical activity (p. 22)
• Introduction (p. 22)
• Children attending early education settings (p. 25)
• Enabling environments and the role of the adult (p. 26)
• The importance of sustained interactions (p. 27)
• Sustained movement conversations (p. 27)
• Case study (p. 28)
• The Early Years Foundation Stage (EYFS) (p. 29)
• Guidelines for physical activity (p. 30)
• Guidelines for early years settings (p. 31)
• From birth, not yet walking unaided (p. 31)
• Case study (p. 32)
• Preschool children, walking unaided (p. 33)
• Outdoor play (p. 33)
• Levels of physical activity (p. 34)
• Physical activity guidelines for adults (p. 35)
• Conclusion (p. 36)
• Further reading (p. 37)
• 3 Implementing a movement-play-based curriculum for children from birth to six years of age (p. 38)
• Introduction (p. 38)
• Babies (p. 39)
• Two-year-olds (p. 45)
• Three-to six-year-olds (p. 54)
• Case study (p. 57)
• Adults engaging in movement with the children (p. 65)
• Working with parents (p. 66)
• Planning for movement from observations of the children (p. 66)
• Assessments (p. 67)
• Conclusion (p. 67)
• Further reading (p. 68)
• 4 Improving the quality of movement-play: a small-scale study (p. 69)
• Introduction (p. 69)
• A small-scale study (p. 70)
• Assessing quality (p. 71)
• The pilot study (p. 72)
• The movement-play scale (MPS) (p. 72)
• The intervention for the study (p. 81)
• Advice and support (p. 81)
• Data collection (p. 82)
• Validity and reliability (p. 82)
• The results (p. 83)
• Case study (p. 93)
• Discussion (p. 96)
• Conclusion (p. 97)
• Further reading (p. 98)
• 5 Working with families to promote movement-play (p. 99)
• Introduction (p. 99)
• The family in the UK today (p. 100)
• Risk and resilience (p. 101)
• The role of the early childhood setting (p. 103)
• Research and policy are sending the same message (p. 103)
• Working with parents and carers (p. 103)
• Movement-play and home visits (p. 104)
• Customs and practices (p. 105)
• Getting parents and carers involved (p. 108)
• Case study (p. 111)
• Linking health and education (p. 113)
• Parent partnership programmes (p. 113)
• Further activities parents can do at home with their children (p. 115)
• Conclusion (p. 118)
• Further reading (p. 118)
• 6 Leading and managing the implementation of movement-play from practice to policy: a whole setting approach (p. 120)
• Introduction (p. 120)
• Leadership and management (p. 120)
• How- to use the example template for writing a physical development policy (p. 122)
• A guide to writing a physical development policy (p. 126)
• Rationale (p. 126)
• The purpose (p. 127)
• The process (p. 129)
• Case study (p. 135)
• Conclusion (p. 149)
• Further reading (p. 151)
• References (p. 152)
• Index (p. 162)

Author notes provided by Syndetics