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Author Davies, Mollie.
Title Movement and dance in early childhood [electronic resource] / Mollie Davies.
Published London : Paul Chapman Pub. ; Thousand Oaks, Calif. : Sage Publications, 2003.
Book Cover
LOCATION CALL # STATUS
 Electronic Book  RJ133 .D38 2003eb    ONLINE
  
Edition 2nd ed.
Description 1 online resource (xx, 216 p.) : ill.
Series 0-8 series
0-8 series.
Bibliography Includes bibliographical references (p. 208-214) and index.
Contents Preface for the 0-8 series / edited by Tina Bruce -- Introduction -- 1. What is movement? -- Theoretical framework of movement -- The body : what takes place -- The body in action -- Body design -- Body articulation -- Body shapes -- Bodily fluency -- Dynamics : how movement takes place -- Weight -- Qualitative space -- Time -- Flow -- Dynamics in context -- Space : the medium in which movement takes place -- Size and extension -- Zone -- Direction -- Level -- Pathways and patterns -- Relationships : the moving body interrelates -- The body relates to itself -- The body relates to objects -- The body relates to other people -- Summary -- 2. Learning to move -- Knowledge in the making -- Early 'handling' experiences -- Expressive interaction -- To move appropriately is a sign of development -- Early rhythmic play : accents and emphasis -- Developing shared play -- Ongoing movement development -- Balance -- Throwing -- A young appetite for movement -- Movement activity related to the stable environment -- The mobile and acrobatic use of the body -- Handling objects and making them move -- The expressive use of the body -- The movement curriculum in early childhood education -- The responses of very young children -- Summary -- 3. Moving to learn -- Action, feeling and thought -- A research project -- Setting up the programme -- The programme in action -- Analysing the results -- The next step -- Movement and spatial schema -- Observing Kriss at play : a structured environment -- The department store : an unusual play environment -- The supermarket : it's me that makes it happen -- A height and depth of experience : adjusting the environment -- Children and objects in motion -- Self-made rules -- Appropriate provision -- Families, friends and significant others : mother and daughter -- Family games : brothers play together -- Friends compete : on their own terms -- A school setting -- Summary --
4. The learning teaching environment -- Making a good start -- Learning and teaching : a movement-based environment -- In and around the home : natural and structured environments -- Water play and beyond -- Where games begin -- Shall we dance? -- Moving away from home : provision for the youngest children -- Provision in primary schools -- Learning situations : a flexible guide -- Free exploration -- Movement schemas and free exploration -- Extending schemas -- Schemas become more co-ordinated -- Guided exploration -- Consolidation -- Extension -- Half an hour with Lucy : an assessment of action schemas -- Summary -- 5. Supporting, extending and enriching movement -- Selecting appropriate learning phases -- A flexible approach -- Making suggestions and setting challenges -- Observation -- Looking and talking together -- Examples of sample activity sessions -- Starting, supporting, checking and recording -- Summary -- 6. A matter of expression -- Establishing the boundaries -- All movement is expressive -- Moods and movement -- Making a note of it -- Personal style -- Perry and Jake : movement expression in context -- The classification of movement re-visited -- How children move : making an 'effort' -- Assessing expressive behaviour -- Shobana's movement profile -- Timothy's movement profile -- Linking records -- Movement implications within general record-keeping -- The broader picture : a comprehensive movement profile -- The purpose of detailed movement observation -- The 'movement repertoires' of parents, carers and teachers -- Children observe adults too -- Child-to-child interaction -- Summary --
7. Creating, performing and appreciating dance -- Children as creators, performers and appreciators -- Identifying the nature of the provision for the very young -- The child as creator or dance-maker -- Helping the dance architecture take place -- Dances cannot be made from nothing -- Sources and resources -- The child as performer -- The child as spectator, appreciator and critic -- Dialogue and dance : a shared activity -- The legend of Panku -- Widening the image of dance -- For those children with a special interest in dance -- Summary -- 8. Dance in statutory education -- Where does dance belong? -- Interpreting guidelines and attaining targets -- Theory into practice -- Where do we go from here? -- Mix and match -- Preparation and reflection -- The foundation stage -- Making it up as we go along -- Introducing a blowing bubbles dance -- Blowing bubbles dance -- An introduction to the punching and jumping dances -- A punching and jumping dance (1) -- A punching and jumping dance (2) -- Key stage 1 -- Our winter dances -- Our winter dances : rationale, review and reflections -- Cymbal dance -- Cymbal dance : rationale, review and reflections -- Key stage 2 -- Firework dances -- Firework dances : rationale, review and reflections -- Anything you can do I can do better -- Anything you can do I can do better: rationale, review and reflections -- Summary, or starting point -- 9. Conclusion.
Note Description based on print version record.
Subject Motor ability in children.
Dance for children.
Physical education for children.
Motor ability.
Collection Title eBook collection (EBSCO).
Related To Print version: Davies, Mollie. Movement and dance in early childhood. London : Paul Chapman Pub. ; 2003. 0761940537 9780761940531 0761940545 9780761940548 (DLC) 2002108316
ISBN 1848608616 (electronic bk.)
9781848608610 (electronic bk.)
0761940537
9780761940531
0761940545 (pbk.)
9780761940548 (pbk.)