A celebration of children's development using Learning ...

1A journey from within

A Journey from Within

A celebration of children’s development using Learning through Movement

2 A journey from within2 A journey from withinA journey from within

“We can communicate without using words, but we cannot communicate without moving our bodies”Tina Bruce

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Introduction page 6

Movem

ent Play Areas page 8


Every Child Matters

Being Healthy page 12

Staying Safe page 21

Enjoying and Achieving page 24

Making a Positive Contribution page 30

Economic Wellbeing page 36

Mov

ing

forw

ard page 42

Ack

now

le

dgements page 44

Bibliography page 45

Introduction



The heart and essence of this document is to celebrate the journey of Children’s Learning through Movement over the last 10 years in children’s centres across Leeds.

It has been a privilege to journey with these centres and indeed to celebrate all that they have seen come to fruition.

We acknowledge that everyone moves all the time and that children are no exception to this. Children naturally enjoy using their bodies to move and express themselves during play. Children’s learning through movement looks at the links between early movement activities and neurological development. Within Leeds City Council we recognise that children’s learning through movement is a key part of the way children develop.

There are aspects of this document that clearly reference key aspects of learning and whilst we would acknowledge the depth of knowledge we have and indeed continue to gain insight on, the purpose of the document is a celebration and not a teaching pack.

All of the case studies are parents’/practitioners’ own stories and journeys and we have not in any way amended these.

We therefore invite you to journey our celebrations as you go through this document:

To share in the images, thoughts, reflections, learning and provision though the children, parents, carers and practitioners to whom this document represents and to experience for yourself, either for the first time or in a renewed and refreshed way, the gift of movement and body felt experiences. Sharon Tredgett.

Within the last 10 years, 33 Children’s Centres have received as a minimum a one day introduction training, embedment visits and resources, alongside very passionate and enthusiastic lead practitioners to support them in their journey.

Movement play areas Movement play areas Movement play areas play areas Movement play areas play areas Movement play areas


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Movement play areasAll of the Children’s Centres represented within this document have established Movement Areas. Whilst all are unique to the individual centres, the acknowledgement and understanding of their importance is consistent.

A journey from within

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Movement areas at Parklands Children’s Centre

Areas of provision that support Children’s Learning through Movement

Whilst we celebrate the establishing and importance of Movement Play Areas, we acknowledge that children are moving all the time, and that Children’s Learning through Movement is happening across all areas of provision.

A journey from within 11


Being healthy Being healthy


Movement with the Gypsy, Roma and Traveller families in Leeds


Reaching the most excluded schools/groups

"Reaching the most isolated families takes time and perseverance."

‘Every Child Matters’ revised 2006

Movement with the Gypsy, Roma and Traveller Movement with the Gypsy, Roma and Traveller families in Leeds

Children’s learning through movement is such an important part of any child’s development, none more so than within the Gypsy, Roma and Traveller Community.

Our aim is to promote this to the parents/carers through play in the home sessions where we model how children learn different movement stages and try to make parents/carers aware of the different movement stages and the long term benefits in the areas of learning.

We take out activity packs that encourage fine and gross motor skills and record the child/children’s achievements in their learning journey records. We share these with the parents/carers using the photos as visual prompts. We also share stages of development through every day movements within the sessions that we see happening and encourage parents/carers to look out for and give opportunity, where possible. As an example, a lot of parents who live in trailers keep their children under the age of two sitting in car seats when they want to keep them out of the way and safe when they are cleaning or at meal times. We try and work with the family to encourage other times during the day to give the children time to crawl, tummy time, stretching, rolling, balancing and spinning etc in every day situations, where possible.

On the roadside and during the summer holidays on the Cottingley site, we run outdoor play sessions and take activities to promote crawling, tummy time, balancing and fine motor skills and spinning, using various ideas, adapting the activities to suit the space and age groups.

We use the photos from these sessions as visual prompts for the parents when we next see them to promote the learning that is going on in a stimulating and fun environment, as we don’t often get the chance to see the parents/carers face to face on the day. This is so important for the children, since some of the encampments are in places that are often unstimulating and quite dangerous, eg. near busy roads, industrial estates, fields etc.

Lesley – Traveller Play Worker


Thoughts on Brain Development in Relation to Children’s Learning through Movement

Technology used today clearly shows the change in various emotions that an individual is experiencing, by monitoring the brain’s activity.

The scans that are used for such studies clearly show the change in impulses in correspondence to the emotion. It is clear that positive and negative experiences and social interactions alter neurological functioning. When an individual is in a secure attachment, they may develop ‘biological synchronicity’. This is seen by having shared body rhythms with another human, such as shared heart rates.

The body and brain have a constant flow of communication that combines emotions with events. Together the psyche-soma processes all that is fed through the internal and external workings.

Our nervous system transmits electrical signals and nerve impulses throughout our body through the millions of nerve cells (neurons). The neurons take the form of a cell body and fibres (single or multiple). There are two types of nerve fibres, known as dendrites and axons. Dendrites carry messages in the direction of the cell body, whilst axons transport messages away. The information can be drawn both internally and externally. Neurons can be divided into sensory neurons, motor neurons and associated neurons (which connect the other two types of neurons). These groups can then be divided again. Your neurons are fired by various stimuli and each other (although they never touch).

It seems clear that you cannot separate the mind and the body. The whole body acts as a receptor and readily shares information with the brain. Both the human brain and the body are dependent on each other to develop to their full potential and keep individuals safe. Although the human physiology is an amazing structure, small gaps/breaks in the united cycle may be detrimental. In relation to the nature/nurture debate, I believe that both aspects are a fundamental part in making us who we are.

Sharon Sheard


‘Attachment is a subtype of affectional bond in which the presence of the partner adds a special sense of security, a safe base for the individual’. Bee and Boyd, (2004, p296)

‘Somatosensory ‘ refers to any bodily sensation or feeling, whether it is the touch of another hand on our skin, or sensations arising from the movement of our own organs as they carry on our bodily felt processes.’ Pert (1997 p141)

‘We can no longer think of emotions as having less validity than physical, material substance, but instead must see them as cellular signals that are involved in the process of translating information into physical reality, literally transforming mind into matter. Emotions are the nexus between matter and mind, going back and forth between the two and influencing both.’ Pert (1997 pg141)

'A central organizing concept of intersubjective theory is that our experience of ourselves is fundamental to how we operate in the world.’ (Buirski and Haglund, 2001. p.1)

Trevarthen and Aitken’s (2000 p 510) findings were that ‘The transforming body and brain of a human individual grows in active engagement with an environment of human factors - organic at first, then psychological or inter-mental.

‘Recent discovery (Dr Eric Kandell and Associates) showed how memories are stored not only in the brain but also in a psychosomatic network extending into the body, spinal cord, internal organs and surface of skin’. (Cited by Pert 1997 p 143).

‘Peptides and other emotional substances are the biochemical’s of emotion, their distribution in the body’s nerves has all kinds of significance, which Sigmund Freud, were alive today would gleefully point out as the molecular confirmation of his theories.’ Candace (1997 p141)

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“faster, faster, faster, faste

r, fa

ster

, faster”

asssstttteee

Movement Play supports children’s Physical Development and is made up of the following aspects:Movement and Space – is about how children learn to move with confidence, imagination and safety, with an awareness of space, themselves and others.’

What Physical Development means for children:

❉ Babies and children learn by being active and Physical Development takes place across all areas of Learning and Development.

❉ Physical Development helps children gain confidence in what they can do.

Movement play supports children’s positive relationships by:

❉ Building children’s confidence to take manageable risks in their play.

❉ Motivating children to be active and help them develop movement skills through praise, encouragement, games and appropriate guidance.

❉ Noticing and valuing children’s natural and spontaneous movements, through which they are finding out about their bodies and exploring sensations, such as balance.

Children’s learning and development can be supported through:

❉ Planned activities that offer physical challenges and plenty of opportunities for physical development.

❉ Giving sufficient time for children to use a range of equipment to persist in activities, practising new and existing skills and learning from their mistakes.

❉ Introducing appropriate vocabulary to children, alongside their actions.

EYFS



Climbing Wall At Swarcliffe Children’s Centre, we have an understanding and knowledge of how important physical activity is for the development of young children’s brains and bodies.

On our staff team we have a range of experience. Some staff are trained to run Movement Play Groups for children and parents and are very experienced at looking at children’s physical development and tailoring a programme to suit their individual needs.

Due to this shared knowledge, we were very keen to continue to look for ways to extend opportunities for our children to develop physically and cognitively.

We always have an obstacle course available, which changes regularly and provides children with problem solving and a range of physical movements to master.

To take this further, we decided to install a traversing wall at the nursery for 3 to 5 year olds. We used our small grant to do this. This has been very popular with the children. Some children showed real talent and ability. They developed their problem solving skills and refined the physical movements needed to traverse. We saw clear improvements in concentration, determination and planning.

We then thought about how we could extend this provision and add more challenges. That is where the Depot Climbing Centre came in.

As part of our work with families, we try to engage with both parents but often find that dads are hard to reach.

However, we felt that this may be an excellent way to develop their involvement and understanding of their child’s development and learning.

What were our aims?

❉ Increasing their range of physical skills and coordination.

❉ Increasing their knowledge of specialist climbing moves.

❉ Increasing their problem solving skills.

❉ Increasing their planning and organisational skills.

❉ Increasing spatial awareness.

❉ Increasing their confidence and self esteem.

We met all the above aims. We had a great time!

We also thought that it would be beneficial because it would:

❉ Include families in the visits to allow parents to share this experience and their child’s development.

❉ Develop parents’ awareness of their child’s physical development and the effect that this has on their learning.


I include some pictures of the children on our climbing wall and some pictures of the children at the Depot Climbing Centre.

Some of the comments from the children when asked how climbing made them feel and what they liked best:


Links between Movement Play and Baby Massage At Burley Park Children’s Centre, I run a family movement play group and I also teach infant massage to parents with babies under a year old. The two groups complement each other, as they both support some of same skills and areas of learning and development. Infant massage, the loving, nurturing touch between a parent and their baby, supports and develops their emotional wellbeing, as well as developing their sensory integration skills, helping them to connect with their bodies and beginning to develop a sense of themselves in space – all key areas of learning within movement play.

Through infant massage, babies are already beginning to develop a sense of self and are finding out about the

ends of their bodies. By weeks three and four of the massage course, I am starting to talk to parents about the importance of tummy time and touching on making connections between the left and right hand side of the brain, as we do cross lateral strokes across the chest.

All of the skills and learning, both physically and emotionally, that are beginning to take place during infant massage, will be further developed and enhanced through movement play and I have often found that families who have been on the infant massage course, come back when their babies and children can further develop their skills and build strong foundations for future learning.

‘Recent discovery (Dr Eric Kandell and Associates) showed how memories are stored not only in the brain but also in a psychosomatic network extending into the body, spinal cord, internal organs and surface of the skin’. (Cited by Pert 1997 p 143).

Many use techniques such as visualisation, breathing techniques and massage to support relaxation or general wellbeing. The notion being if the mind is struggling to cope with something, then the body may be able to compensate and vice-versa. Sharon Sheard 19/05/2009

Steph Clayton

Links between Movement Play

Staying safe Staying safe Staying safe Staying safe



Having had training on movement play through work, I was advantaged enough as a lead practitioner to recognise movement patterns and be aware of their advantages and how they support neurological development, as well as children’s physical development.

Whilst pregnant, I was really excited to go for my 20 week scan. The experience was overwhelming and I was really surprised to see my baby display some of the movement patterns. He moved his legs up and crossed them and then repeated these actions. Even though I was aware movement patterns started in the womb, it was absolutely amazing to see.

When Luca arrived he was really unsure about floor play and often became upset in the early stages, so I gradually built up the time slowly until he became used to it. I found his baby gym an exciting way to explore floor play.

I was aware tummy time would also support Luca’s emotional wellbeing and give him a strong sense of himself. Luca began lifting his head whilst having tummy time, which I believe supported his pre reading and writing skills.

Luca attends Chapel Allerton children’s centre.

Luca also enjoyed the smooth rocking sensation of his baby chair. (This helps soothe babies and centralises their senses). Luca’s body homed into this movement and began to self sooth.

I was also aware Luca needed a lot of floor play to enable the crawling stage and Luca was soon rolling onto his front and belly crawling!

Luca visited the three stages of crawling and began taking his first steps at 10 months. Luca has good body alignment which aided this movement. Luca was very active and loved exploring everywhere, so it was now time to clear the decks and make the home child friendly!

Having an open lounge that led into the dining area was beneficial to Luca. He was able to walk from a carpeted floor onto laminate and have different sensory feedback from his feet which promotes balance, spatial awareness and smooth neurological functioning. Luca was able to differentiate various textures through the soles of his feet.

Luca loved the movement area at nursery and particularly enjoyed crawling through the tunnel and having tummy time on the gym ball, as a member of staff supported him and rocked him back and forth. Luca also spent a lot of time pulling the ribbon along the floor demonstrating smooth eye tracking/convergence.


to explore floor play.

Luca’s emotional wellbeing and give him a strong

centralises their senses). Luca’s body homed into

textures through the soles of his feet.

Luca loved the movement area at nursery and

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It would be an understatement to say that Luca became a very confident little risk taker, but he was able to assess his own limitations, so accidents were few and far between. Although we live in a ground floor flat, Luca always wanted to climb down the two front door steps as we left on a morning. When we got to grandma’s house, well that’s when the fun started. Luca enjoyed crawling up the stairs and sliding back down them on his tummy backwards. Luca would spend lots of time repeating these movements.

Luca also enjoys the swings at the park and readily begins to tip and tilt. I have found this has also supported his eye tracking and eye convergence and kinaesthetic awareness

On a recent holiday in Spain, Luca took lots of risks whilst exploring on the beach. He loved running into the sea and enjoyed the variation of sensory feedback from the sand into the water. We also spent time in

a large park where Luca enjoyed going in the large tunnel and slides. After going down the slide twice on my knee, that was it, he was off!! He confidently accessed the large climbing frame and the spiral slide alone.

A parent with a little boy of a similar age was very surprised at Luca’s confidence and she explained that she was struggling to encourage her child to take safe risks.

I strongly believe that because I provided an appropriate environment for Luca to explore

movement patterns and take appropriate developmental risks,

he is who he is today. Luca is a very confident, social, risk taking little boy. Luca has an amazing learning journey and is always achieving one step ahead of his age group in the curriculum. Luca has

an advanced emotional intelligence and is able to understand and control his own emotions.

Luca has a deep empathy toward other children/adults and again, I feel that this is due to him having great personal awareness. Luca has gained no serious injuries in his exploration, just a few bumps and grazes!

As a practitioner, I am aware that Luca has formed a strong foundation for all future learning experience. As a mother, I can see that he is a very content little boy, who embraces all life experiences. Luca has freedom to be himself and can convey this through his movements.

Movement Play supports children’s Knowledge and Understanding of the World by:

‘Children should be involved in the practical application of their knowledge and skills which will promote self-esteem through allowing them to make decisions about what to investigate and how to do it.’ Early Years Foundation Stage (2008)

Throughout this journey, there have been consistent risk assessments carried out by all involved. You can find further guidance on this matter on pages 20–21 of the Practice guidance for the Early Years Foundation Stage (2008)


Stage (2008)

Luca became a very confident little risk taker, but he was able to assess his own limitations,

door steps as we left on a morning. When we

movement patterns and take appropriate developmental risks,

little boy. Luca has an amazing learning journey and is always achieving one step ahead of his age group in the curriculum. Luca has

an advanced emotional intelligence and is able to understand and control his own emotions.

a large park where Luca enjoyed going in the large tunnel and slides. After going down the slide twice on my knee, that was it, he was off!! He confidently accessed the large climbing frame and the spiral

Enjoying and achieving Enjoying and achieving



CASE STUDY

WilliamWilliam has cerebral palsy. At the age of 2 years and 10 months, he started attending Swarcliffe Children’s Centre on a daily basis. At this time he had very limited movement, bunny hopping (not crawling), no sitting without support, very jerky movements of upper and lower body parts (arms & legs), fine motor skills were very limited, no muscle tone in his legs to bear his own body weight. His Key Person, Natalie (who at the time had a keen interest and a willingness to learn more about movement play), together with Alison Ford (SENCO and movement play lead practitioner), began to incorporate lots of movement play into his daily routine. This mainly consisted of lots of tummy work with the body ball, sensory play ball, elastic and toe flicking, William really enjoyed this and worked in groups as well as one to one, his social skills also improved alongside this. He mainly seemed to benefit from spinning and would crawl opposite arm, opposite leg after this activity. His general mobility and body movements improved considerably and after

attending nursery for about four months, a definite improvement in mobility could be seen. He was sitting more upright, rolling, crawling (although still bunny hopping), and bearing more of his weight. William became more willing to join in group activities.

I became involved with William in January 2009 as a support worker, my own experience with movement play stems from taking my own children (now aged 6 and 9) to movement play sessions at Parklands Children’s Centre whilst they were attending nursery there. During this time, I was able to experience first hand the positive impact and the benefits of moving in a variety of ways and the effect this had on my own children’s overall development. I brought with me my own experiences and working in joint participation with the physiotherapist,, was able to incorporate a lot of movements suggested into William’s daily routine, implementing and adapting them slightly to suit his interests. Over time William started pulling himself up, this led onto pushing a trolley and to the physiotherapist ordering him his own walking frame. Whilst he was waiting for one to be made for him, they lent him one from stock (this was a pull from behind one) he was walking with this one towards other children by April. By July he could manoeuvre around

objects with this and his push along trolley, although he had very limited use of the frame. When his own finally arrived it was no longer required, as William was walking unaided.

He is now stepping on and off objects, climbing with limited support, running, his fine motor skills are developing and spatial awareness is also developing. We are at the moment working with movements given by the physiotherapist to strengthen the left hand side of his body, these include stretching and weight bearing exercises (all of which have been adapted to suit William) designed around movement play to develop more flexibility in certain areas.

William is starting school in September 2010, within his new school they have a specific room set aside as a play therapy room. I am going with William to school as his key person, so I will be able to continue with the movement play, which has had such an impact on his life and physical development. Without early intervention and implementation, it is my belief and others involved with William, that he would not have developed as well and reached his full potential.

Jane Fewster

A journey from withinA journey from within


Learning and Development Settings can:

‘link language with physical movement in action songs and rhymes, role-play and practical experiences.’

‘show sensitivity to the many different ways that children express themselves non-verbally and encourage children to communicate their thoughts, ideas and feelings through a range of expressive forms, such as body movement, art, dance and songs.’

Movement Play supports children’s Problem Solving, Reasoning and Numeracy by:

‘Children use their knowledge and skills in these areas to solve problems, generate new questions and make connections across other areas of Learning and Development.’

Enabling Environments

‘Recognise the mathematical potential of the outdoor environment, for example, for children to discover things about shape, distance and measures, through their physical activity’.

Movement Play supports children’s Creative Development by:

‘Creating Music and Dance – is about children’s independent and guided explorations of sound, movement and music. Focusing on how sounds can be made and changed and how sounds can be recognised and repeated from a pattern, it includes ways of exploring movement, matching movements to music’

What Creative Development means to children

‘Creativity involves children in initiating their own learning and making choices and decisions.’

‘Children’s responses to what they see, hear and experience through their senses are individual and the way they represent their experiences is unique and valuable.’

Enabling Environments

‘Provide a stimulating environment in which creativity, originality and expressiveness are valued. ‘

‘Offer opportunities for children with visual impairment to access and have physical contact with artefacts, materials, spaces and movements.’

Learning and Development

‘Create opportunities for children to express their ideas through a wide range of types of representation.'

Early Years Foundation Stage (2008)

‘All children learn best through activitie

s and

exp

erie

nces

that

eng

age all th

eir senses. Music, dance, rhymes and songs support language deve

lopm

ent.’

Movement Play supports children’s Communication, Language and Literacy since:


Children’s Centre Case StudyMovement PlayIn September 2009 a group of seven children aged 3 years old joined a new children’s centre in Leeds. They were tracked and monitored throughout the year to measure the impact that movement play could have on them.

Prior to attending the new children’s centre, the children’s movement play experiences were very limited. The early years setting they attended was given some basic resources, although practitioners had not yet had movement play training at this time.

The setting had no established movement play areas as part of every day provision and a tarmac outdoor space that was not accessed continually throughout the day, which presented limited experiences for children’s movement development.

On joining the new children’s centre in 2009, the children had access to a vast outdoor space, ‘a magical garden’ design especially with children’s movement, exploratory play, communication and overall development in mind.

The management team at the centre also ensured movement areas were part of everyday provision and confident movement play practitioners would play and role model the new equipment, engaging children in movement sessions.

Practitioners who had not had access to training prior to joining the new children’s centre, worked alongside

Personal, Social and Emotional Development

Communication, Language and Literacy

Problem Solving, Reasoning and Numeracy

Covering 6 KUW Aspects

Covering 6 PD AspectsCovering 6 CD Aspects

Area of Development Disposition and Attitudes

Social Development

Emotional Development

CL

S&L

Reading

Writing

Number for Labels and Counting

Calculating

Shape, Space and Measure

Knowledge and Understanding of the World

Physical Development

Creative Development

% Achieving a good level December 2009 0%

14.2%

0%

14.2%

14.2%

42.8%

14.2%

28.5%

14.2%

0%

28.5%

42.8%

28.5%

% Achieving a good level July 2010 87.5%

87.5%

71.4%

71.4%

87.5%

87.5%

71.4%

71.4%

71.4%

71.4%

87.5%

87.5%

100%

% of children achieving F3 and above July 2010 57.1%

71.4%

57.1%

57.1%

42.8%

57.1%

42.8%

71.4%

42.8%

42.8%

42.8%

71.4%

57.1% %

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staff who were trained and confident with movement play and discussions took place about how children learn and develop through movement play, raising confidence levels with the whole team.

The following data shows how this impacted on the children’s development from December 2009 to July 2010.

‘All children learn best through activitie

s and

exp

erie

nces

that

eng

age all th

eir senses. Music, dance, rhymes and songs support language deve

lopm

ent.’


Every Child A Talker (ECAT)

The centre took part in the Every Child a Talker programme

(ECAT) in September 2009, the intensive programme offers training and support to

the staff team to identify children’s language skills and raise their ability to communicate in four key areas; Listening and attention,

Understanding of language, Speech sounds and talk and

Social skills.

The team identified hot and cold language spots

and times within the nursery and assessed and tracked children’s language

development. From training, the team quickly realised that other aspects of

learning and development impacted on children’s ability to talk, movement

being one area.

When children joined the nursery in the autumn term, many of them had not had regular opportunities to move and express themselves freely in a large space independently and supported by an adult. Adults found that movement play increased children’s confidence in talking to their peers, adults and listening and responding to others.

The following table shows data from groups of the children that were tracked through the ECAT programme.

At risk of delay

As expected Ahead

At risk of delay

As expected

Ahead

At risk of delay

As expected Ahead

At risk of delay

As expected Ahead

% % % % % % % % % % % %

53% 33.5% 13.5% 60% 27% 13% 53% 33.5% 13.5% 47% 47% 6%

38% 34% 28% 34% 41% 25% 56% 28% 16% 41% 47% 13%

15% 50% 35% 15% 50% 35% 26% 47% 26% 15% 50% 35%

November 2009 North15 childrenFebruary 2010 North42 childrenJuly 2010 North42 children

Listening and Attention Understanding of Language Speech, sound and talk Social Skills

expected AheadAt risk of

delayAs

expected Ahead

% % % % %

33.5% 13.5% 47% 47% 6%

28% 16% 41% 47% 13%

47% 26% 15% 50% 35%

Social Skills


Supporting statements Ruth Mercer Speech and language therapist

"A child involved in movement play will have opportunities that may develop a range of pre verbal skills such as eye contact, attention and listening, copying, turn taking, shared attention and relationship building through physical movement and sensory experience. These skills are the essential building blocks for good language and communication development."

Sarah Nelson ECAT practitioner

"Analysing the data collected from the ECAT monitoring 2009 – 2010 at Chapel Allerton Children’s Centre, has confirmed my personal belief that movement play opportunities has made a positive impact on learning and attention, understanding, talking and social communication."

Movement Play

Children’s Centre’s in Leeds collate children’s attainment to assess learning and development and analyse the impact of initiatives and practice developments at the centre.

We know the work we do with children will improve their learning and development, therefore find analysing data a useful exercise to show progress in the centre. When we consider the data in relation to centre developments, we can only say that it is an indication of the impact on children’s attainment, since we do know for certain which aspect of practice has had an effect on what. When we use the data for movement play, it is purely used as an indication of impact that we are trying to show, since we know that a great deal of work has occurred within the setting in relation to movement play.


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Making a positive contribution Making a positive contribution



Movement Play supports children’s Personal, Social and Emotional Development by:

‘The exploration within close relationships leads to the growth of self-assurance, promoting a sense of belonging which allows children to explore the world from a secure base’

‘Enabling children to feel free to express their ideas and their feelings, such as joy, sadness, frustration and fear and can develop strategies to cope with new, challenging or stressful situations.’ Early Years

Foundation Stage (2008)

CASE STUDY - Children’s Learning Through Movement

Listening and Responding to Our BodiesToday on arrival, Ben was reluctant to leave his grandma and engage in play with his friends. Within seconds, Binta rushed over to Ben to ask if he was ok. Binta then went on to ask “ are you feeling sad today? Do you want to play with Binta?” Ben paused for a moment and then replied, “ no…..I need to dance!” Following this, Ben and Binta walked over to the movement area and took off their shoes.

Both Ben and Binta began to spontaneously move. Each child took turns in listening and responding to each other by using movement conversation (mirroring each others movements). This lasted for approx 5-6 minutes. Binta then slowly laid down the floor (on her tummy) and Ben responded by laying next to her in the same position. At this point, neither of the children were speaking verbally to negotiate their actions. Binta began to rub Ben’s back in a circular motion with her hand.

Once Ben had become very relaxed, Binta slowly crawled off to the CD player and began to play very tranquil music. Binta then selected the cushioned lemon (scented) and gently rolled the lemon across Ben’s back, down his legs and around the outline of his body. Ben laid still for a couple of minutes and jumped up. “I’m o.k. now” laughed Ben. Both Ben and Binta then went to play in the other areas of provision.

Personal Social and Emotional Development (PSED) and Movement Play (MP). A marriage made in Heaven? As I watch three young children moving, tumbling, expressing, negotiating, choosing, taking turns, selecting materials and music to move to, I reflect on the question:

What do PSED and MP share in common?

In the following paragraphs I hope to offer some initial thoughts to illuminate the question. I will begin by offering a definition of PSED according to SEAD [Social, Emotional, and Aspects of Development]. Next I will take each building block and consider how Movement Play enriches each area. Finally, I will offer a real story illuminating how our perceptions and interpretations of children’s movements can offer them a gate towards inclusion or a barrier towards exclusion.

SEAD offers us the following definition with regard to PSED:

Personal, Social and Emotional Development (PSED) are three building blocks of future success in life. They are closely linked to each other and often

A journey from within32

Mirroring in simple terms is ‘copying what someone else is doing’. The parts of the brain that copy the actions of others are called ‘mirror neurons’ and are located in the part of the brain called the ‘Broccas Area’.

Mirroring is a very powerful and inclusive method of communicating between two people, usually in a non verbal way. If the person you are mirroring touches their nose, then you touch your nose. If the person does a deep sigh, you do the same. Michael Noon (2010) states ‘when meeting people, if you display the same expression as they have, or mirror their expression, they will generally be much more friendly’.

This mirroring of body actions is known as having a ‘movement conversation’. During movement conversations it is vital that you observe closely and try to pick up on both large body movements and the very small movements. These can include body gestures, body movements, body language, muscle tensions, facial expressions,

eye movements, the speed of movements, breathing patterns, energy levels etc.

When playing alongside very young children, initiating movement conversations helps to build trusting interactions and gives children a very strong message that we value them. Mirroring body language can be used whenever you want to create trusting relationships with someone. The young child will experience you as being the same as them. This sameness happens on an unconscious level and was one of the ways, in times gone by, that humans decided who was with the tribe and who wasn’t (Michael Noon, 2010). It gives a strong message that they are valued, that someone respects their contributions and even the very young children are empowered to continue to take the lead and find creative ways of moving their bodies to communicate.

(Michael Noon, 2010. School of communication: Effective Communication skills) Kate Johnson

A journey from within32

Mirroring in simple terms is ‘copying what someone else is doing’. The parts of the brain that copy the actions of others are called ‘mirror neurons’ and are located in the part of the brain called the ‘Broccas Area’.

Mirroring is a very powerful and inclusive method of communicating between two people, usually in a non verbal way. If the person you are mirroring touches their nose, then you touch your nose. If the person does a deep sigh, you do the same. Michael Noon (2010) states ‘when meeting people, if you display the same expression as they have, or mirror their expression, they will generally be much more friendly’.more friendly’.

This mirroring of body actions is known as having This mirroring of body actions is known as having a ‘movement conversation’. During movement a ‘movement conversation’. During movement conversations it is vital that you observe closely conversations it is vital that you observe closely and try to pick up on both large body movements and try to pick up on both large body movements and the very small movements. These can and the very small movements. These can include body gestures, body movements, body include body gestures, body movements, body language, muscle tensions, facial expressions, language, muscle tensions, facial expressions,

Mirroring


bracketed together as one area of learning and development.

❉ Personal development (Being me) - how we come to understand who we are and what we can do, how we look after ourselves.

❉ Social development (Being social) - how we come to understand ourselves in relation to others, how we make friends, understand the rules of society and behave towards others.

❉ Emotional development (having feelings) - how we come to understand our own and others’ feelings and develop our ability to ‘stand in someone else’s shoes’ and see things from their point of view, referred to as empathy.

The first building block:

1 Personal development (Being me) - how we come to understand who we are and what we can do, how we look after ourselves.

From some months before and from the moment of birth, one has only to observe either an ultrasound of an unborn baby or a new baby for a few minutes to watch the incredible array of movements they display in their attempt to connect and understand the world around them.

Penny Greenland [2006] building on Piaget’s work says:

A child's ability to understand the world around, to communicate with others, and to establish a strong sense of self is grounded in the early sensory and motor experiences available to them. Sensory motor learning is the ability to take in, sort out, process and make use of information from the world around us. (Greenland, 2006)

One has only to be in the company of small children for a short period of time to know that movement is a fundamental ingredient of how young children learn about themselves. Much of this learning is non-verbal, a child’s first language. Movement Play offers children an opportunity to develop confidence in their movements, to enjoy their bodies and to continue to deepen their self awareness, a vital ingredient of emotional intelligence.


The second building block:

2Social development (Being social) -

how we come to understand

ourselves in relation to others,

how we make friends, understand

the rules of society and behave

towards others.

Watching the three young children move in the MP area I remember being struck by the abundance of social skills these children were engaged in. What did I see? I saw children:

❉ Negotiating with each other “I have it…then you…alright?”

❉ Developing social / body awareness.

❉ Sharing materials.

❉ Contributing to each other’s creative interpretation “that’s special…it is, it is! Look at her!” [a comment offered by one child watching a child twirling material around and dancing at the same time].

❉ Listening and selecting music together.

❉ Story telling “we’ve got magic on us…then you come…you’re the horse…we’re going somewhere..” [a new child joins and is given a role].

❉ Including others “you be the big one…ok?”

❉ Offering empathy “you ok…I’ll look after you…” [a child jumps and loses her balance].

❉ Developing attention and concentration [the children engaged in this self initiated play for 25 minutes].


The third building block:

Babies express their emotions through physical expression. It is only with the attention of a companiable adult who is able to listen deeply to what the young child is trying to communicate that they can begin the long process of self regulation. In MP children have the opportunity to listen and match the emotional meaning encoded in the music to their own personal experiences. Kinaesthetically they are able to immerse themselves in a world of emotion and be supported to express emotion in movement, colour, sound and music. If they are feeling sad, angry, disappointed or joyful, MP enables them to communicate their feelings in a way that is more natural for some than verbalising their emotions.

A gate towards inclusion or a barrier towards exclusion?

Sir Ken Robinson, an author, speaker and international advisor on education in the arts to government, completes his presentation on Ted, How Schools Kill Creativity, with a personal story about Gillian Lynne. Lynne, a British ballerina, theatre director and famous choreographer for musicals such as Cats and the Phantom of the Opera was being interviewed by Robinson. Robinson wanted to know how she had discovered her talent. From as early as she could

remember, she danced. At school her movement was perceived as disruptive and she was sent to see a doctor. Gillian’s mother explained her daughter’s ‘difficulties’ while Gillian sat on her hands and tried to listen. After a while, the doctor told Gillian that he wanted to speak to her mother in private. As he left the room, he turned the radio on. He then encouraged her mother to watch. Gillian began to dance. The doctor turned to Gillian’s mother and told her that there was nothing wrong with Gillian. He told her mother to take her to a dance school. Gillian remembers how she suddenly felt ‘at home’ amongst others who learned primarily through their bodies. How might we respond? How do we perceive children’s need to move and experience the world, themselves and others through their bodies?

In answer to the question what do PSED and MP have in common I suggest we look once again at the Development Matters section of the EYFS where our answer can easily be found. (Penny Vine).

3 Emotional development (having feelings) - how we come to understand our own and others’ feelings and develop our ability to ‘stand in someone else’s shoes’ and see things from their point of view, referred to as empathy.

Economic wellbeing Economic wellbeing Economic wellbeing



TrainingOver the last six years, 33 Children’s centre have received training for their full staff team.

Following this initial training, centres have had six follow up sessions and resources along with on going support and embedment visits.

Experience tells us that one of the best ways of establishing a strong multi agency team is to give workers and professionals time together. (Every Child Matters).

The centres that have attended the one day training in Children’s Learning through Movement were asked to identify one or more lead practitioner who will help to embed movement play across all areas of provision. These lead practitioners have attended ongoing training that currently runs three times per year. At the moment there are three lead practitioners groups with 62 lead practitioners

The role of the lead practitioner has been invaluable in this process.

Training has covered a wide range of aspects in regard to Children’s Learning through Movement.

Due to the obvious need for further training in Children’s Learning through Movement, a new accredited training package was written.

There are three accredited levels of which lead practitioners complete Level 3

As part of this training programme, practitioners have to successfully run a six week movement play group

with either children within their centre, or children and their mothers/fathers/childminders/carers from within the centre and /or the community.

The groups enable children and adults alike to naturally go on a movement journey which celebrates the joy and benefits of Learning through Movement.

Parents, carers and childminders attending the group have the option to complete their ‘Children’s Learning through Movement’ accreditation Level 1.

Sharon Tredgett

A Practitioner’s JourneyI was originally interested in Children’s Learning through Movement when I was working as a nursery officer and we had all completed the basic movement training. From this, I was given the opportunity to become the lead person in the centre and set up the movement area in our setting. I was very fortunate to have a manager who also saw the importance of this. I was released out of the centre to access training and was able to look around other centres to get some ideas. I was given a budget to make a movement area where we could close the voile curtains for private sessions and open them for free flow sessions, this worked very well and was planned for each week. I also ran small sessions with the staff weekly to update them so they could also promote Children’s Learning through Movement.

I then had a change in my job role and became a family outreach worker. I took over a movement group which ran every week at the centre, which I struggled


with for various reasons. It wasn’t very successful so we reviewed it. Through attending the regular training, I decided to run a six week course for the families - the difference with this was that there was a six week plan which the families worked through, with a definite beginning, middle and end, which is very important from a movement perspective. I originally co-facilitated this course with my fellow Family Outreach Worker, I have also co-facilitated with Vicki Lloyd, one of the Traveller Play workers, then for the last three years I have co-facilitated it with Diane Bland, the lead practitioner in the over 3’s. The course is very popular and we have had lots of positive feedback from families. Lots of parents have told us how it has made their children more confident, we have also had children who have taken first steps or crawled for the first time. We have seen the progression and development of many parents who have sat at the side at the first session, then throughout the weeks they have gradually started moving with their children.

I have a Level 3 accreditation which I have done whilst running the group, I have also been able to support a parent in doing their Level 1 accreditation.

The course is very popular and is very much incorporated within our centre.

We know from UK and international evidence that well trained staff make the biggest difference to the effectiveness of services for both parents and children. (Every Child Matters)

Tammie Millar - Senior Family Outreach Worker


Parents’ Comments and Photos:

Brilliant, we thoroughly enjoyed the group. It has been very interesting learning how babies’ development is enhanced by play. We are looking forward to the next group. A very big thank you for making our Fridays very enjoyable.

It is a fabulous group to learn about the importance of movement and good to talk to other parents about the children’s development.

This course is great because there is no room at home and we don’t have a garden. Terry, November 2008.


I have been putting her on her tummy more, now I know the benefits. Susie, April 2009.

I don’t feel like I need to keep telling him to stop running around and to sit still, in fact we are encouraging him not to. Kylie, October 2009.

I am now giving him freedom to climb and balance more. Naomi, October 2009.

We both loved it, he seems so much more confident now. Tracey, February 2008

Seeing my little girl exploring and enjoying a wonderful range of resources and opportunities was delightful. The sessions were inspiring and I learned lots too. We were able to introduce many of the ideas at home to share with our other young children. Thank you. Karen.

Kelly, parent of Charlie and Alfie, when asked if the group met all of her expectations said: Yes, it’s the second time of doing the course and it’s amazing to see the difference in Charlie from last time. I enjoyed being able to spend time together and to see the improvement from week to week in the boys. We have learned how important it is to do certain things, e.g. tummy time. We have bought a bubble machine and done some of the activities at home, e.g. ice painting.

"It’s helped with my confidence too, she is also more independent."Stacey, May 2010.

"I have noticed a change in her behaviour." Michelle, December 2008.

"I actually enjoy spinning too!" Elle, June 2007


Lead Practitioner Comments

“I feel very lucky and privileged to have been/be a lead practitioner. The training has been so beneficial. I have learned so much, consolidated previous knowledge and hopefully improved my practice with children, parents and colleagues.

"I feel very fortunate to be a lead practitioner of movement play. The training has enabled me to understand the importance of movement and to embed movement within my centre. It has also given me the opportunity to set up and run a very successful and popular movement group – giving parents some knowledge and understanding of movement play and the impact it will have on their child’s development." - Lisa


Movement Play is fun and underpins all children’s learning and development in all aspects. I feel there’s still a lot to do in the centre, but I feel confident in what that is. Movement Play is so motivating!” - Kate B

“ I feel it has been a journey that continues, the lead practitioner days are always inspiring, enabling me to take something new back to my practice. I have had the opportunity to set up a new centre incorporating aspects of Movement Play, identify skills of staff and bring exciting training to the team. I ensure staff know that Movement play underpins all aspects of practice.I feel a part of something innovative and enjoy every aspect of my role” - Fran


Moving forward Moving forward Moving forward

4343

As we celebrate Children’s Learning through Movement, we are both passionate and committed to taking this into all early years settings across the city.

In recent months, training opportunities have been given and practitioners from all early years settings have attended.

Whilst these are early days, there is already some very positive feedback and enthusiasm for this to be developed further.

Conversations are already indicating that Children’s Learning through Movement is having an impact on the development of children.

We are now running a Movement Play Buddying Programme which will see experienced lead practitioners partner with new settings, as they look to begin to embed Movement Play.

Our hope is that you have indeed experienced a flavour of the “celebration” of Children’s Learning through Movement as you have journeyed this document.



AcknowledgementsWith many, many thanks to all those who have contributed to this document

Your contribution has been invaluable and we could not have done this without you!

The high level of involvement and commitment of local parents in sure start has been one of it’s greatest success (Every Child Matters)

Working Party

Sharon Sheard - Children’s Centre Deputy Manager

Kate Johnson - Children’s Centre Deputy Manager

Tammie Millar - Senior Family Outreach Worker

Jane Fewster - Parent and Support Worker

Fran Taylor - Children’s Centre Teacher

Sharon Tredgett - Movement Play Trainer/ Coordinator

Hardeep K Dev - Administration Assistant

Current Lead Practitioners

Kate Bates Yvonne Butterfield Kelly Scollen Rachel Chadwick Lisa May Gill Crossley Alison Ford Amy Shaw Michelle McDonagh Marie Wilson Rachel Hannah Nikki Croft Diane Bland Magie Pickup Melanie Lamb Pat Currass Linda Edwards Tracy Mackay Steph Clayton Rebecca Nelson Nicola Bryom Lesley Garratt Suzanne Walwyn Helen Oldridge Catherine Harris

Helyn Coward Sam Rawlings Joanne Fare Michelle Naylor Claire Fleming Lynn Meadows Vickie Middleton Debbie Binks Claire Cameron Claire Hornby Sheila Danby Hilary Stevenson Sarah Richardson Samantha Oakes Diane Stockwell Sarah Roberts Hayley Myers Sandra Gould Emma Barber Hayley Smith Jeanette Clayton Paula Davison Jo Waterhouse Evi Demetri Emma Pilgrim

Nicola Clay Iwona Kaminske Caroline Spence Gurdeep Bansal Carol Hunter Jade Emslie Vicky Harrison Helen Bowman Steph Cooper Natalie Eanor Becky Pilotille Helen Dixon


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