Q. How do you feel about movement programs for infants?

A. Movement experiences may be more important for infants than for children of any other age group. Recent evidence indicates that today’s babies are spending upward of 60 waking hours a week in things (like high chairs, car seats, and carriers). Not only does this impact their personalities (babies need to be held), but it also greatly affects their cognitive and motor development.
                                                                                 
That said, structured movement “programs” in which babies are run through patterned actions and their limbs are manipulated by adults aren’t needed or necessarily appropriate. Rather, infants do well with the “basics”: one-on-one time, in which verbal and visual encouragement are offered; “floor” time that inspires them to test their developing capabilities; and both the time and space to (safely) move!


Q. I’ve been hearing a lot about brain research and how important movement is to brain development. Is this true?

A. Thanks to new insights in brain research, we now know that early movement experiences are valuable to optimal brain development. In fact, early movement experiences are considered essential to the neural stimulation (the “use-it-or-lose-it” principle involved in the keeping or pruning of neurons) needed for healthy brain development.

However, that doesn’t mean parents and caregivers need specialized knowledge, fancy equipment, or a lot of money for programs. Getting back to the basics – crawling and creeping, “dancing” with baby, playing peekaboo and pattycake – will do the trick!


Q. My 4-year-old son is begging me to sign him up for a local soccer team, but I’m concerned about the competition I’ve witnessed at these games – even at this level! What would you advise?

A. You’re wise to question what is undoubtedly a tough issue. After all, it can be considered downright “un-American” to suspect the value of competition!

The truth is, competition is not developmentally appropriate for preschoolers. (Given a choice, they typically prefer cooperative activities to competitive ones.) And the reason is simple: Preschoolers don’t yet possess the physical, social/emotional, or cognitive skills to handle competition.

My advice would be to pass on the soccer for a couple more years. Your son will be more developmentally ready, and the soccer will still be there. In the meantime, arrange play dates for him, during which you can facilitate cooperative games. And give him lots of opportunity to run, jump, and otherwise practice those emerging motor skills!


Q. My daughter’s elementary school eliminated recess this year, and I can already see that the lack of a break or two is a hardship on her. What information can you give me to bring to the administration in an attempt to change their minds about this policy?

A. Most often, recess is being eliminated in the mistaken belief that it detracts from time that could be better spent on “academics.” This is especially the case with the new emphasis on accountability and testing. But the truth is that as far back as the early 1900s the research has shown that individuals – especially children – learn best and more quickly when their efforts are distributed (breaks are included) than when they’re concentrated (work is conducted in longer periods).

Go to the website of the American Association for the Child’s Right to Play (www.ipausa.org) for information on how to become a recess advocate. They also offer a brochure called “The Case for Elementary School Recess,” which outlines the contributions recess makes to the child’s social/emotional, cognitive/intellectual, and physical needs.


Q. I visit a lot of schools and am finding that almost every class of four-year-olds has at least one greatly overweight child. It seems that childhood obesity is becoming a serious health issue. Would you give some suggestions? There is a lot of information about better nutrition, but are there some ways to help parents understand the importance of physical activity?

A. You’re absolutely correct in assuming childhood obesity is becoming a serious health issue – and sedentary living is a major contributor to it.

Although we tend to think of children as always on the move, studies show that at least half of American children aren’t getting enough exercise, with girls getting much less activity than boys. In fact, children are watching television an average of five hours a day! By the time a child graduates from high school, she will have spent about 15,000 hours in front of a television and 12,000 hours in the classroom!

What can we do? As teachers and parents, we have to first and foremost be role models. If we show a disdain for physical activity, the children will follow suit. Parents should make sure children go outside to play – and they should plan active experiences together, like biking or simply walking!

Teachers need to include movement as a regular part of each day beyond physical education and the playground; movement should also take place in the classroom! My books, including Moving & Learning across the Curriculum and Wiggle, Giggle, & Shake: 200 Ways to Move & Learn are devoted to this concept. Teachers can also make a meaningful impression by encouraging exercise outside school and providing developmentally appropriate information regarding fitness and exercise.


Q. We have had some questions from parents about whether there is any benefit to our children being outside everyday, even in colder weather. While all the teachers in my center know going outside is GREAT for the students (fresh air, letting off steam, etc.), we wondered how we can communicate to parents that getting fresh air and being outside is good for the children.

A. There are so many good reasons why young children should spend time outdoors – as much as possible! Not only is the outdoors the best place for children to practice and master emerging physical skills, but it’s also the place where children are likely to burn the most calories, which helps prevent obesity (a problem of escalating proportions in our society). Also, the outside light stimulates the pineal gland, which is the part of the brain that helps regulate our “biological clock,” is vital to the immune system, and makes us feel happier. Outside light also triggers the synthesis of vitamin D. And a number of studies have demonstrated that it increases academic learning and productivity. These are just some of the reasons why recess is so important!
 

 

For more Information Contact:

Moving & Learning
Rae Pica, Director
19 Georgetown Drive
Center Barnstead, New Hampshire 03225
Phone/Fax: (603) 776-7411
Email us at raepica@movingandlearning.com

HOME
Curriculum Packages - More Books by Rae -
Presentations - Curriculum Design - Consultation Services
The Creators - Peer Review - Ordering Information - Links