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

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38 SECTION I Recommendations for the Centre Educator In the early childhood educational setting the parental suggestions influence your involvement and practice with the child. Strengthening positive concepts of Active Movement through knowledgeable interactions and providing contextual environments where children can move and learn is essential. This will empower children with confidence and competence in themselves and their bodies abilities to move and learn. 1. Possess the Active Movement image: Seeing the child as a unique, confident and competent active mover will ensure the setting and experiences that are co-created reflect this. 2. Provide the Active Movement context: Positive experiences that underpin the social and cultural influences of children, family, whanau, and community will be more relevant, empowering, inclusive and meaningful. 3. Value and plan for Active Movement: Having Active Movement domain knowledge and being committed to implementing Active Movement will ensure the setting is one where children are encouraged to value, care for and respect themselves and each other, are affirmed as individuals, and have opportunities to contribute. When staff are in tune with where children are at, the teachable moments will be captured. 4. “Playful” and active role models: Successful acquisition of fundamental Active Movement skills is dependent upon the involvement of the positive and knowledgeable active educator. Learning is fostered through responsive and reciprocal relationships between teacher and child.
SECTION I 39 5. Recognise the holistic learning in Active Movement: What outwardly appears to be a physical experience for children is actually interwoven with the cognitive, social, cultural, emotional and spiritual dimensions of learning and growing. 6. Promote the use of te reo Màori, the arts and tikanga: Encourage the use of te reo Màori in Active Movement experiences. For example, translate familiar words, instruction and directions. Explore and experience the arts and associated equipment. For example – poi, rakau, waiata and haka movements and understand the sacredness of these. 7. Involving the family, whanau and community in Active Movement: Cultivate the sense of unity and identity between family and whanau through moving and learning together. Share knowledge of the games and activities of the diverse cultures in the centre.
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 and 16: SECTION B 13 Neurons and neural pat
Page 17 and 18: SECTION B 15 fundamental skills tha
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: SECTION H 37 5. Use aids appropriat
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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