School Programme
School Programme
Rationale
Essential Moves is based on the premise that "all learning (and learning difficulties) is linked to foundational movement activities, that occur in the first years of life".(Bender, 1996) .
Children have to go through a range of developmental stages, with the highest cognitive skills of reading and writing being a product of those stages. As a child moves through each of these stages, sensory integration starts to occur. If for some reason a stage is missed or there is an interruption or delay, there will be developmental problems in the later stages- often these present as learning difficulties in school age children.
Sensory Integration has been described as "the organisation of sensation for use. The brain receives messages every second from both internal and external sources. How the brain interprets these messages as they are received & then utilises the information is what we call learning". (Ayres, 1995) Poor coordination, inability to hop or skip, reversals in handwriting are just some of the indications of sensory integration delays.
"Cross lateral movements,.....activate both hemispheres of the brain in a balanced way....Cognitive function is heightened and
ease of learning increases." Hannaford, 1995) Essential Moves provides programmes incorporating a range of lessons to help teachers meet physical activity guidelines, incorporating traditional PDHPE activities with exercises specifically designed to promote sensory integration.
The English language has approximately 100 frequently occurring words, which on average make up ½ of almost everything we read (Davidson & Wicking 1994) Good readers have rapid, accurate recognition of this vocabulary, allowing them to concentrate on comprehension. "Essential Moves" helps to build this 100 word vocabulary in a fun, sensory rich environment.
As an integral part of the programme, EM uses PDHPE lessons as an opportunity to provide sensory language experiences. This programme uses visual, auditory, tactile and kinaesthetic learning experiences to reinforce word exposure, and the linguistic modality to teach a range of specific sight words.
Aim
To provide a bank of lessons that will consolidate sensory integration & improve children's gross motor skills, while enhancing word recognition and basic sight vocabulary.Objectives
- Develop gross motor skills-balance, coordination, body awareness.
- Improve behaviour- more settled, attentive
- Foster concepts of team spirit , team work & goal setting
- Improve ball handling skills & hand eye coordination
- Improve rhythm & sequencing
- Improve muscle tone
- Improve listening skills
- Develop rapid, instant recognition of basic sight vocabulary
- Improve fluency & intonation
- Improve fine motor skills & writing
Finalist for Best Regional
Activity
for School Age Children
