An Introduction to Active Movement Koringa Hihiko - Sport New ...

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14 SECTION B Active Child, Active Learner How we consider, respect, think about, feel about, know about, and perceive our children affects the development of the growing child. By seeing and knowing that every child in our care is loving and beautiful, and a gift that we have been given to support and nurture, we can ensure children receive the wisest and best opportunities to reach and realise their potential. The young child learns movement skills through their active movement. Practice, and repeating the movement many times, strengthens and increases all abilities in movement and learning. Children who are supported, loved and respected, and provided with a broad range of Active Movement experiences that are inclusive of all, are more likely to realise their potential as healthy individuals, as members of families and communities, and as active participants in all forms of physical activity, the arts and sport, as leaders and as volunteers. Every opportunity and every interaction with the environment of peers, adults and objects provides some form of learning for the young child from birth. Movement is the basis for all this learning to take place. Whether it be the smallest sensory movement of an eye, a smell, an encouraging touch or a large movement such as that of a hand or foot, it will be a learning experience. The brain and body orchestrates these movements, which culminates in their continued growing and strengthening in the process. A loving, and pleasure-filled environment provides the best opportunities for children to learn in their early years. Each infant, toddler and young child will grow, develop and learn in their own special way, influenced by the society and culture that they are born into. However there are key
SECTION B 15 fundamental skills that help children to achieve confidence and competency in their bodies and to prepare for higher formal learning. For example: providing infants with plenty of time lying on the floor, front and back and side, progressing to rolling over, creeping, crawling, and sitting, all without aids, is essential for being able to use both sides of the body, brain and senses in a coordinated way. Infants and Toddlers Generally, baby’s muscles are both strong and coordinated from birth onwards and need constant movement, stimulus and nourishment to allow them to grow powerfully and naturally. As the baby’s muscles develop from the head downwards and from the centre of the chest outwards, Active Movement experiences will follow this development. The infant learns to control the head and neck muscles first. Control over other parts of the body develops downwards with the legs and feet being last. Infants have better control of their body movements before they can accomplish finer manipulations of their fingers. Holding a crayon or pencil to express with, will be more successful with the development of the large muscles of the upper body helped through lying on the stomach, crawling, hanging, and climbing. These are all foundation skills for later learning. Opportunity, time and practice are basic and vital requirements to achieve and ensure that Active Movement is developed in every child’s day.
Page 1 and 2: On 1 Feb 2012, SPARC changed its na
Page 3 and 4: 1 Contents Foreword Contents How to
Page 5 and 6: 3 How to use this document This boo
Page 7 and 8: SECTION A 5 What is Active Movement
Page 9 and 10: SECTION A 7 The challenge for our f
Page 11 and 12: SECTION A 9 Where Active Movement/K
Page 13 and 14: SECTION B 11 OLD THINKING How a bra
Page 15: SECTION B 13 Neurons and neural pat
Page 19 and 20: SECTION B 17
Page 21 and 22: SECTION B 19 Vision The ability of
Page 23 and 24: SECTION D 21 > learning to direct o
Page 25 and 26: SECTION D 23
Page 27 and 28: SECTION D 25 Manipulation Imparting
Page 29 and 30: SECTION D 27
Page 31 and 32: SECTION F 29 Children all grow and
Page 33 and 34: SECTION F 31 Increasing Active Move
Page 35 and 36: SECTION F 33 Opportunity Time neces
Page 37 and 38: SECTION G 35 Language and Communica
Page 39 and 40: SECTION H 37 5. Use aids appropriat
Page 41 and 42: SECTION I 39 5. Recognise the holis
Page 43 and 44: SECTION J 41 Active Movement Settin
Page 45 and 46: SECTION J 43 The scenario below is
Page 47 and 48: SECTION I 45 Area Explanation Examp
Page 49 and 50: SECTION J 47 Safety and risk It is
Page 51 and 52: SECTION J 49 6. Ensure information
Page 53 and 54: SECTION J 51 Positive Active Moveme
Page 55 and 56: SECTION J 53 Key concepts Active mo
Page 57 and 58: SECTION J 55 Spatial awareness Stab
Page 60: PO Box 2251, Wellington, New Zealan

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