Young Children - May 2008 - (Page 28) Lead the children in standing straight and tall like a tree, with feet firmly planted. Have them slowly bend their knees, keeping feet flat, then straighten their legs to stand tall again. Next, have children bend the knees and sway gently and slowly from the waist, side-to-side and front-to-back, like trees swaying in the breeze. In another activity, have the children lean over and scoop up imaginary leaves from the floor, then stand up and release them overhead. Moving from low, with the head upside down, to high engages the vestibular system, located in the inner ear, which is responsible for balance. This also helps children learn where their bodies begin and end in relation to other objects (Aldrich & Shelly 2006). Next, the children stretch arms outward like the branches of a tree and make small arm circles, forward with palms down and then backward with palms up. Have them drop their arms and shrug shoulders up and down, up and down. End by circling shoulders up, back, and down and taking more deep breaths. Next, have children reach up with alternating hands, as if climbing a ladder. They complete the experience by taking deep breaths. Another activity to engage the vestibular system incorporates a call-and-response technique. The teacher calls, “Where are you?” Children stand straight and tall and respond, “Here I am!” The teacher says, “Ready?” and then everyone repeats the following rhyme and touches the appropriate body part: Head, shoulders, knees, and toes; Ankles, elbows, ears, and nose! Refocus in mid morning Side spins or helicopter spins (Dennison & Dennison 1989) cross the body’s center line to integrate the left and right sides of the brain and increase brain activity. Lead the children in Late Morning Spins to improve their spatial orientation—their sense of their body’s position in relation to others nearby—and to engage the left and right brain and the vestibular system: After lunch explorations and marching In many elementary schools children have recess after lunch—a natural and healthy progression. Recess is a vitally important time, when children choose their own activities and are free to explore without teacher direction (Pellegrini 2005). In early afternoon introduce movements using opposites, to engage the left and right sides of the brain. For children in primary grades who no longer nap, after lunch explorations combat lethargy. Start by leading After Lunch Marshmallow Marching: 1. Stand tall with knees soft, keeping the core strong. 2. Breathe slowly and deeply. 3. March in place as if in slow motion, with quiet feet. 4. Swing arms across your body in sync with your marching feet, tapping the hand to the opposite knee with each step. Traditional call-and-response songs and chants, like “Che Che Koolay” and “Going on a Lion Hunt,” engage learners Recess is a vitally important time, when children choose their own activities and are free to explore without teacher direction 1. Stand tall with knees soft, but keeping the core strong. 2. Breathe slowly and deeply. 3. Stretch out your arms to the sides, with feet apart. 4. Twist your arms and torso from side to side, like a helicopter blade, keeping one foot slightly lifted to prevent back discomfort. 28 Young Children • May 2008
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