Young Children - May 2008 - (Page 26) Transformers Movement Experiences for Early Julia Coleman Vagovic When teachers break up the day with transformers, many topsy-turvy children become better learners. These simple movement experiences can prepare children mentally and physically to transition to the next activity. This article gives examples of transformers that offer plenty of variety to keep children in preschool through second grade interested throughout the year. Research shows that when activities engage children in novel ways, young learners can better express ideas and focus their energy (Zachopoulou et al. 2006). Incorporating varied movement experiences in the classroom schedule can help increase children’s focus, improve balance and coordination, and coordinate the mind and body. The transformers approach can engage and focus children while meeting Jensen’s criteria to stimulate learning. Mind and body connections Engaging the brain through movement is central to learning (Jensen 2004). Kinesthetic movement engages the cerebellum, the part of the brain that affects movement and timing (Salman 2002). And movement activities have an impact on more than just physical learning. Because each developmental domain—physical, social, emotional, cognitive—is closely related to the others, physical development affects other kinds of learning. For example, When babies begin to crawl or walk, their ability to explore the world expands, and their mobility, in turn, affects their cognitive development. Likewise, children’s language skill affects their ability to establish social relationships with adults and other children, just as their skill in social interaction can support or impede their language development. (NAEYC 1996, 5). Transformers as daily movement experiences Young children have a limited attention span and need more time to connect new information with prior learning. Research shows that most young children cannot process information for extended periods of time (Pellegrini & Bohn 2005). Movement experiences throughout the day give children time to better process what they are learning. Regularly scheduled movement experiences may also serve as coping strategies for children with shorter attention spans (Hall 2007). Research shows that it is not enough to change the components of a cognitive learning activity, like moving from reading to math; children require actual breaks in instruction to internalize new knowledge (Bjorklund & Green 1992). Engaging successfully in movement activities with their classmates can be a source of joy for all children and can create a sense of belonging and ownership. Children learn actions and chants quickly, and they enjoy doing the calland-response activities as a group. Soon one group can call and the other respond. Transformers lend themselves to a variety of skill levels and settings, and teachers can use them throughout the day. Jensen states that for activities to engage the brain and stimulate learning and development, they must be novel, challenging, nonthreatening, and emotionally stimulating (2004). That is, activities must vary in their problem-solving content and process; be appropriate for children’s developmental levels; invite everyone’s participation; and evoke a variety of emotions, like excitement, joy, resolve (Jensen 2004). Julia Coleman Vagovic, EdS, teaches physical education classes daily, prekindergarten through fifth grade, at Monte Sano Elementary School in Augusta, Georgia. She advocates increasing children’s physical activity and has presented locally and nationally on the topic. Photos courtesy of the author. Illustration © Diane Greenseid. ® 2, 3, 5 When activities engage children in novel ways, young learners can better express ideas and focus their energy. 26 Young Children • May 2008
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