Third Class

 

I 

 (5)

 

Unit: Basic Movement Concepts

Title: Exploring hand clapping, up and downs and marching

 

Introduction

This is the third class with early childhood kids with special needs at Linda Ray. We will repeat the same routine and the same songs/dances. It is important to continue re-enforcing the skills that they have already been introduced to. Today, Carol and I will have  the three same groups (0-1 (infants), second 1-2 (toddlers, third 2-3 (toddlers). Sessions will be 30 min. each. As we did in the previous lesson, 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 (4)

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

 

Physically, dance/movement therapy can include light exercises that improve mobility and muscle coordination, as well as reduce muscle tension. Emotionally, DMT can help improve self-awareness, self-confidence and provide an outlet for children to express and communicate feelings. (1)

 

Typical development for children aged 0–3 years shows that at this age, children are learning to trust their caregiver, as well as their own ability to exert influence on the world. Children's attachment experiences are thought to be the foundation for their later social, emotional and cognitive development. (2)

 V

Case Studies 

 

https://www.thebump.com/a/how-to-teach-baby-sign-language

 

How to Teach Baby 25 Key Words in Baby Sign Language

 

Baby sign language is a set of simple hand gestures and movements, otherwise known as signs, that correspond to common words you use with baby every day. It’s a helpful tool to enhance communication between hearing parents and babies who can hear but can’t yet talk. Sometimes the baby signs are the same as those used in American Sign Language (ASL), but not always. “Baby sign is not a technical sign language, such as ASL or BSL (British sign language), which are primarily used by the deaf community and are more complex, with grammar and sentence structure,” says Jann Fujimoto, CCC-SLP, a certified speech-language pathologist in Wisconsin. “It’s a looser version that uses just signs for individual words.”

Academics began making powerful observations about how hearing families could benefit from using baby sign language around 200 years ago, thanks to the work of linguist William Dwight Whitney in the 1800s. But it wasn’t until the 2000s that baby sign language became readily available to parents through workshops, classes and baby sign language books.

 

 

VI

References

1) Children's Hospital Colorado. What is dance/movement therapy?https://www.childrenscolorado.org/doctors-and-departments/departments/child-life/ponzio-creative-arts-therapy/dance-movement-therapy/

2) Building Attachments. Ages 0-2. Keep Connected. https://keepconnected.searchinstitute.org/understanding-ages-and-stages/ages-0-2/

3) 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

4) Zero to Three. https://www.zerotothree.org/why-0-3/

5)  How to teach Baby Sign Languages. https://www.thebump.com/a/how-to-teach-baby-sign-language

 

VII

Reflections 

1. I was a  little late because there was a game in the stadium, so all adjacent streets were blocked. As son as I got int the infant's room, there was a girl crying to the top of her longs. I extended my arms and the assistant handed her to me. I held her and   she was quite the entire session. Carol, half playing, half serious, asked me to do nothing else by that.

2. The second class with the toddlers (1-2), was unusually hyperactive. We decided it would be better to conduct instruction in one of the self-contained rooms, as opposed to the open area where distractions and interruptions take place all the time.

3. The use of the noodles was not as effective at this point, but the elastic band was a total success. It created a frame for the children to jump in, other grabbed the band, others would come in and out of the band. Carol grabbed one side and I grabbed the opposite side.

4. The third group had only 3 kids present. Isaiah, the kid that is always with Niurka, the assistant, for the first time showed interest in what was happening, did not cry and even clapped his hands and one time.