Physical activity and music

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Physical activity contributes to the development of children’s brains and essential neural pathways. Connections are made during movement activities.  As many educators know, children cannot sit still for long periods, and physical activities contribute to their sense of wellbeing as well as promoting learning in key domains including gross and fine motor skills. Educators promote this learning, for example, when they plan for and participate in energetic physical activity with children, including dance, drama, movement and games. Music can be used to promote these learning activities. Remember physical activity occurs anytime children are not sitting still, and it often occurs as part of other planned activities.

Tips

  • encourage children to dance to different genres of music with and without props eg scarves and ribbons
  • dance the Hokey Pokey
  • ask children to pretend they’re an animal and show you how it moves
  • implement activities where children jump, hop, skip, roll, twirl, crawl and run etc
  • play games like duck, duck and Simon says
  • play music when children are helping educators clean or pack up
  • help children select music which complements their play and drama
  • rock, swing and bounce babies to music
  • sing songs like “The Itsy Bitsy Spider” or “Five Little Monkeys Jumping on the Bed” to help children practice their hand and finger control- a skill necessary for writing and handling small objects

Dance Time!

Ili began showing off her dance moves this morning whilst holding herself up by the lounge. Tamara (educator) began to extend on this by singing the song “Twinkle Twinkle”. Ili began bouncing up and down, using her physical skills to engage in a dance whilst trying to sing along to the song. Harry was soon being quick to join.

L.O 3.2 & 5.2

Extension of learning – 12/1/17

This week we have been focussing on sounds and different ways that the children can make music. To extend the children’s interest in this area Chloe provided the nursery 2 children with an opportunity to revisit their ideas and extend their thinking by giving them some maracas to explore. Eli, Evelyn, Ellie and Isabelle followed and extended their interest with enthusiasm, curiosity and concentration as they shook the maracas to make noise. Chloe sat with the children showing them different ways they can make noise with the maracas by shaking them, tapping them on the ground and tapping two of the maracas together. The children responded positively to the experience with laughter and smiles.

As an extension of learning from Monday the 30th of January, Sam set up the musical instruments again for the children to form a band. As Isabelle, had already played in the band yesterday she knew which instrument she wanted today. She drummed on the drum as Eli played the shakers. Isabelle used the sticks to hit the drum as she was taught yesterday. She enthusiastically played as she laughed and looked around to see who was watching. Sam Showed Eli how the shakers worked and had lots of fun being in a two-man band with Isabelle to perform for the rest of the room.

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