This weekend I had the opportunity to attend an AMI training session
for
Assistants with sessions on movement and transitions in the classroom.
Jennifer Shields, the Primary Teacher Trainer, who presented on
movement emphasized its importance in childhood development and the
Montessori environment.
Movement is one of the major acquisitions during the first plane of development, which stretches from birth to age six. During this time, "neurons that fire together wire together," and a substantial amount of brain development must occur. In the Montessori environment, children's work is intrinsically tied to movement. Whether children are walking in the classroom (control within group), walking the line (whole body coordination), carrying materials (order), or using materials (hand-eye coordination; absorb concrete concepts); their movement serves not only as a means to an end, but as a primary vehicle for absorbing new ideas.
Montessori directresses and assistants may assist in the acquisition of movement in a variety of ways. We must prepare the environment, model orderly and controlled movement, allow for freedom of movement, and observe. At the beginning of the first year, directresses introduce children to materials in the Practical Life area, all of which require coordinated movement. Such movement is purposeful - materials are set out one at a time, from left to right, in order of use; it is freely chosen, real, and builds concentration and functional independence. Directresses also use 'Grace and Courtesy' lessons to put a spotlight on movement or other components of a particular experience (i.e. how to greet someone). Movement brings the child's mind and body into harmony and is part of the process through which a child becomes normalized.
Movement is not only developed within the classroom and during work. In the post that follows, I have placed movement exercises within the larger puzzle of navigating classroom transitions. Movement is also an integral part of organized play, which occurs outside of the three-hour work cycle and usually outdoors. Jennifer Shields introduced the activities below to supplement the ample experiences with movement already built into the Montessori materials and classroom experience. Choose some to record (include age level and required skills), laminate, and organize in an attractive box in your classroom for inspiration and variety at your fingertips.
Make a Rainstorm."We're going to make a rainstorm. When I look in your eyes, repeat after me." Begin snapping. Walk around the group briskly, making eye contact with each person, while snapping. When you come to the first person again, stop snapping and start rubbing yours hands together. Repeat with stomping feet, rubbing hands a second time, and snapping a second time. Listen for the sounds of a rainstorm.
Finger Plays.
1. Hold your palm flat and with your other hand's pointer finger, touch each fingertip and say "We are little pussy casts walking round and round. We have cushions on our feet and never make a sound."
2. "These are mother's knives and forks (tented hand). This is mother's table (flipped over tent). This is mother's looking glass (entwined hands, pointers together and up). And this is baby's cradle (cradle with arms)
3. "Here is the church. Here is the steeple. Open the doors and see all the people (or where are all the people)."
Charades. Make a set of small cards with a picture and label. Possible charade topics include animals, weather, transportation, sports, etc.
Act Out a Nursery Rhyme. "Little Miss Muffet sat on a tuffet eating her curds and whey. Along came a spider that sat down beside her and frightened Miss Muffet away." For a list of nursery rhymes and their origins, click here.
Act Out a Scene From a Book. The Mitten by Jan Bret works for acting out a short scene. Use one of the classroom rugs for the restricted space of the mitten and choose children to be the different animals trying to fit inside. Masks make an engaging addition.
Songs. Many children's songs involve movement or can be adapted so they will. "The Itsy Bitsy Spider," "The Hokey Pokey," and "Head, Shoulders, Knees, and Toes" are popular. See if you can introduce children to new songs or to songs in other languages, as well.
Adapt Traditional Games. Children's games should be a choice, cooperative rather than competitive, and engaging. They should appeal to a child's need for order, language, movement, and social behavior. A game like "Duck, Duck, Goose" could be adapted such that a child tags and chases another child simply to say "Howdy, ma'am (or sir)!" before sitting down. For more ideas, click here.
Backward Clumps. Children stand back to back in pairs. With arms linked, they must stand up by pressing their backs together and using strong legs.
Buzzing Bees. Children use their arms to make wings and buzz carefully around a classroom. When the teacher sounds a chime, children must link arms back-to-back with a partner. Only when a bee finds a partner can it stop buzzing. Children without partners must listen for the sound of the buzz to know who is still available.
Parachute. Possible activities include Popcorn (keep a ball in the air), Ball Roll (get a ball into the hole in the middle of the parachute), Cat and Mouse (children underneath and children on top the parachute), Poisonous Snakes (jump ropes squirm in the middle), etc. For a more complete list of activities, click here.
Jump Rope. Possible activities include individual and group jump roping, Wiggle Rope, High Water/Low Water, and the Limbo. For a more complete list of activities, click here.
Bean Bag. Bean bags can be used to toss between children, through a hula hoop being held in the air, or into a hula hoop placed on the ground. Bean bags can also be incorporated into balance exercises by placing a bean bag on a child's head or on her shoulders for a walking exercise.
Hula Hoops. Children enjoy jumping between hula hoops positioned on the ground. Practice jumping like rabbits and like frogs, with two feet and with one. Create a hula hoop tunnel for children to crawl through. Roll hula hoops away one at a time so that children may chase them. Show children how to move their hips to do the traditional hula dance.
Potato Sacks. Instead of a potato sack race, since children's games should be collaborative, have children take turns hopping around a destination point.
Three-Legged Walk. Have pairs take turns walking with their legs tied together.
Obstacle Course. Incorporate one or several of the materials above to create an obstacle course. For example, children walk sideways along a rope, jump like a frog between three hula hoops, and carry a bean bag under their chins before sitting down. Other useful materials include different sized balls, a tire, cones, etc.
Movement is one of the major acquisitions during the first plane of development, which stretches from birth to age six. During this time, "neurons that fire together wire together," and a substantial amount of brain development must occur. In the Montessori environment, children's work is intrinsically tied to movement. Whether children are walking in the classroom (control within group), walking the line (whole body coordination), carrying materials (order), or using materials (hand-eye coordination; absorb concrete concepts); their movement serves not only as a means to an end, but as a primary vehicle for absorbing new ideas.
Montessori directresses and assistants may assist in the acquisition of movement in a variety of ways. We must prepare the environment, model orderly and controlled movement, allow for freedom of movement, and observe. At the beginning of the first year, directresses introduce children to materials in the Practical Life area, all of which require coordinated movement. Such movement is purposeful - materials are set out one at a time, from left to right, in order of use; it is freely chosen, real, and builds concentration and functional independence. Directresses also use 'Grace and Courtesy' lessons to put a spotlight on movement or other components of a particular experience (i.e. how to greet someone). Movement brings the child's mind and body into harmony and is part of the process through which a child becomes normalized.
Movement is not only developed within the classroom and during work. In the post that follows, I have placed movement exercises within the larger puzzle of navigating classroom transitions. Movement is also an integral part of organized play, which occurs outside of the three-hour work cycle and usually outdoors. Jennifer Shields introduced the activities below to supplement the ample experiences with movement already built into the Montessori materials and classroom experience. Choose some to record (include age level and required skills), laminate, and organize in an attractive box in your classroom for inspiration and variety at your fingertips.
Indoor Activities: Transitions
Make a Rainstorm."We're going to make a rainstorm. When I look in your eyes, repeat after me." Begin snapping. Walk around the group briskly, making eye contact with each person, while snapping. When you come to the first person again, stop snapping and start rubbing yours hands together. Repeat with stomping feet, rubbing hands a second time, and snapping a second time. Listen for the sounds of a rainstorm.
Finger Plays.
1. Hold your palm flat and with your other hand's pointer finger, touch each fingertip and say "We are little pussy casts walking round and round. We have cushions on our feet and never make a sound."
2. "These are mother's knives and forks (tented hand). This is mother's table (flipped over tent). This is mother's looking glass (entwined hands, pointers together and up). And this is baby's cradle (cradle with arms)
3. "Here is the church. Here is the steeple. Open the doors and see all the people (or where are all the people)."
Charades. Make a set of small cards with a picture and label. Possible charade topics include animals, weather, transportation, sports, etc.
Act Out a Nursery Rhyme. "Little Miss Muffet sat on a tuffet eating her curds and whey. Along came a spider that sat down beside her and frightened Miss Muffet away." For a list of nursery rhymes and their origins, click here.
Act Out a Scene From a Book. The Mitten by Jan Bret works for acting out a short scene. Use one of the classroom rugs for the restricted space of the mitten and choose children to be the different animals trying to fit inside. Masks make an engaging addition.
Songs. Many children's songs involve movement or can be adapted so they will. "The Itsy Bitsy Spider," "The Hokey Pokey," and "Head, Shoulders, Knees, and Toes" are popular. See if you can introduce children to new songs or to songs in other languages, as well.
Outdoor Activities
Adapt Traditional Games. Children's games should be a choice, cooperative rather than competitive, and engaging. They should appeal to a child's need for order, language, movement, and social behavior. A game like "Duck, Duck, Goose" could be adapted such that a child tags and chases another child simply to say "Howdy, ma'am (or sir)!" before sitting down. For more ideas, click here.
Backward Clumps. Children stand back to back in pairs. With arms linked, they must stand up by pressing their backs together and using strong legs.
Buzzing Bees. Children use their arms to make wings and buzz carefully around a classroom. When the teacher sounds a chime, children must link arms back-to-back with a partner. Only when a bee finds a partner can it stop buzzing. Children without partners must listen for the sound of the buzz to know who is still available.
Parachute. Possible activities include Popcorn (keep a ball in the air), Ball Roll (get a ball into the hole in the middle of the parachute), Cat and Mouse (children underneath and children on top the parachute), Poisonous Snakes (jump ropes squirm in the middle), etc. For a more complete list of activities, click here.
Jump Rope. Possible activities include individual and group jump roping, Wiggle Rope, High Water/Low Water, and the Limbo. For a more complete list of activities, click here.
Bean Bag. Bean bags can be used to toss between children, through a hula hoop being held in the air, or into a hula hoop placed on the ground. Bean bags can also be incorporated into balance exercises by placing a bean bag on a child's head or on her shoulders for a walking exercise.
Hula Hoops. Children enjoy jumping between hula hoops positioned on the ground. Practice jumping like rabbits and like frogs, with two feet and with one. Create a hula hoop tunnel for children to crawl through. Roll hula hoops away one at a time so that children may chase them. Show children how to move their hips to do the traditional hula dance.
Potato Sacks. Instead of a potato sack race, since children's games should be collaborative, have children take turns hopping around a destination point.
Three-Legged Walk. Have pairs take turns walking with their legs tied together.
Obstacle Course. Incorporate one or several of the materials above to create an obstacle course. For example, children walk sideways along a rope, jump like a frog between three hula hoops, and carry a bean bag under their chins before sitting down. Other useful materials include different sized balls, a tire, cones, etc.
Recommended Reading
- The Whole Brain Child: 12 Revolutionary Strategies to Nurture Your Child's Developing Mind By Daniel J. Siegel and Tina Payne Bryson
- The Hand: How its Use Shapes the Brain, Language, and Human Culture By Frank R. Wilson
- The Eentsy, Weentsy Spider: Fingerplays and Action Rhymes By Joanna Cole
- Let's Play: Traditional Games of Childhood By Camilla Gryski
- Old Fashioned Children's Games: Over 200 Outdoors, Car Trip, Song, Card and Party Activities By Sharon O'Bryan
- New Games for the Whole Family By Dale LeFevre
- Outdoor Fun and Games By Jane Kemp and Clare Walters
- Anna Banana: 101 Jump Rope Rhymes By Joanna Cole
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