Coming Back from Fall Recess

 

I

Unit: Basic Movement Concepts

Title: Exploring

 

Introduction

It is important to continue re-enforcing the skills that they have already been introduced to. As we did in the previous lessons, we will explore basic concepts such as "hand clapping, up and downs and marching" using a number of songs, props and games in addition to playing with the Balance Stepping Stones.

 

 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

 

 Through relationships with parents, family members and carers, children learn about themselves and their world. That's because relationships let children express themselves – a cry, a laugh, a question – and get something back – a cuddle, a smile, an answer. (3)

 

 V

Case Study

 

Interrelationships among children's environmental variables as related to age, sex, race, and socioeconomic status

Information concerning their environments was obtained from 127 first and 165 fifth grade children and their patents. These data were examined interactively--to determine whether patterns of relationships among environmental components changed as a function of the general status variables of sex, age, class, and race--and pictorially, to obtain groupings of components. Chi square comparison of subgroup inter-correlation matrices revealed no differences among matrices as a function of the status variables. Factor analysis revealed six common factors: Social Class, Interactive Opportunity and Experience, Maturity, Aspiration Level, Family Interaction, and Amount of Income.(1)

  

VI

References

 

 1) Peisach, E. et al. (1975). Interrelationships among children's environmental variables as related to age, sex, race, and socioeconomic status. https://pubmed.ncbi.nlm.nih.gov/1175916/

2) 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

 

3) Relationships and child development. https://raisingchildren.net.au/newborns/development/understanding-development/relationships-development

 

VII

 

Reflection 

 

Today was my first day doing therapy after Fall Recess.I met Carol through the front door. There was no one answering the intercom in the back. I joined Carol who was already inside the classroom with the toddlers. We did not get to work with the infants. They were all gone.

However, out first group was fairly manageable as they get to know us better. The second class was more demanding. About the socio- economic differences, we learned that one of the toddlers, Blondie, and her mom were homeless. They have a year to figure out how to solve that situation. In the mean time she is in the center with all the attention she needs to grow healthily with love and care. Blondie cuddled on a small bench, and we covered her with the scarf, another toddler brought her a small doll. Then, a third, began to also cover her with scarfs. One of the caretakers took a pic.