First Class

I 

 

 Unit: Basic Movement Concepts

Title: Exploring hand clapping, up and downs and marching

 

Introduction

This is the first class with early childhood kids with special needs at Linda Ray. Carol and I will have three groups and teach 00:30 min. each. The first group is ages 0-1, second 1-2 and the third 2-3. we will explore basic concepts such as "hand clapping, up and downs and marching" using a number of songs, props and games.

 

 II

Based on MDCPS Curriculum / Dance / Kindergarten 

https://www2.dadeschools.net/students/cbc/Volume%20III/Dance/Elementary/Grade%20K/Dance%20-%20K.pdf 

• Component I: Movement skills and underlying principles
  
• Learning Objective: Explores different levels of body movement
  
• Competency: The student can demonstrate levels of body movement 
  

 III

Main Lesson

 

 

 

 1

Hello

 

2

Clap Your Hands

3

Way Up High

4

The Dance Freeze Song

 

5

The Ants Go Marching

 

6

Crawling, Creeping and Walking Patterns: Scaly Little Lizard

7

Doudlebska Polka

8

Too Shy For Show And Tell - Overcoming Shyness Story

 

9

Listen and Move

 

10

 

Goodbye Song

IV 

A Note to Remember

 

1). 5 Essential Skills for an Early Childhood Educator

• Patience. Children go through different stages of learning. ...
• Communication. Young children aren't always good at expressing themselves or effectively communicating—that's why ECE teachers need to be excellent communicators. ...
• Creativity. ...
• Organization. ...
• Enthusiasm.
  

2). When teaching early-childhood with special needs, the focus is on whole person health to improve and restore each individual's overall health rather than focus solely on the disease and its symptoms.

 V

Case Studies

 5 Most Have Songs for Early Childhood Dance Class

 

 

 

VI

References

5 Essential Skills for an Early Childhood Educator.  https://virginiag3.com/5-essential-skills-for-an-early-childhood-educator/

MDCPS Competency Based Curriculum.  Volume III. Dance. Elementary. Grade K. https://www2.dadeschools.net/students/cbc/Volume%20III/Dance/Elementary/Grade%20K/Dance%20-%20K.pdf

Tortota, S. & Keren, M. (2022). Dance Movement Therapy for Infants and Young Children with Medical Illness. Taylor and Francis 

 

 

VII

Reflections

1. It was evident that we needed to create rapport before trying to redirect students' behaviors towards the planned lesson and its specific objectives.

2. Even though the children were very responsive, the assistance of the teachers was important in having the children experience a safe space in the presence of two unknown adults. 

3. Carol's strategy of singing the song without the music first to then repeat it with the music was very useful in getting the children focus on the lyrics and the movements.

4.The first group, older than the rest, was diverse in terms of levels of engagement and abilities. We had a student with autism who never left the assistant, one child who never directly engaged with us, one who did not make eye contact. The rest, was engaged and responsive.

5. The second group was self-directed and pretty much led the way we conducted the session. They were active and excited to participate. 

6. We never got to work with the infants (0-1) because by the time we were able to work with them it was already too late. Next time we will start with them and work with them for about 15 min.

7. It will be a good strategy to continue using the same play list to familiarize students with a movement routine they could remember.