Transition "Movement" into the Curriculum

Autor/in	Pica, Rae
Titel	Transition "Movement" into the Curriculum
Quelle	In: Young Children, 65 (2010) 2, S.52-53 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Early Childhood Education; Children; Thinking Skills; Teaching Methods; Student Attitudes; Motion; Planning; Preschool Teachers + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Child; Kind; Kinder; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Bewegungsablauf; Ablaufplanung; Planungsprozess; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule
Abstract	Teachers usually do not give as much thought to transitions as they do to other facets of the early childhood curriculum. As a result, transitions often lead to chaos and wasted time. But this doesn't have to be the case. If teachers "plan" transitions, as they do other daily components of the curriculum, they can avoid chaos and ensure that transitions are yet another opportunity for learning. Successful transitioning teaches children to move easily into and out of group situations. The process naturally includes lessons in cooperation and consideration; bringing satisfactory closure to activities; and following directions. And when transitions are linked to curriculum content, they can add continuity and more opportunities for learning. Transitions also offer endless opportunities for problem solving, creativity, and self-expression, all of which contribute to creative- and critical-thinking skills--"must-haves" for life in the 21st century. Since many transitions require getting from one place to another, movement is the perfect tool. Movement activities provide a focus during transitions and hold the attention of waiting children. In this article, the author presents ideas and activities for daily transitions in the early childhood setting. (ERIC).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://journal.naeyc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10