•Movement is tied to intelligence
SENSITIVE TO WHATMovement/Activity (sitting, crawling, cruising etc) WHEN DOES IT
It appears at pre-birth (0 month)
At death and cessation of movement (paralysis)
DEVELOPMENTAL AIM- To enable the child to explore his own environment - To perfect himself and his personality through work with his hands INNER WORK TAKING PLACE1. The horme drives his need to develop coordinated movement 2. The child’s attention is focused on learning to move and balance, and then unite this function (i.e. the child moves to learn) 3. Physical and movement of the mind i.e. the mind controls the physical 4. For the child walking is like a second birth. The child is no longer helpless but active. SIGNS WE SEE1. We notice each milestone in the child’s development of motor skills. 2. The child has an overwhelming need to manipulate and handle objects. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1. The child is joyful and content. 2. The child shows no tiredness from working.
3. The child is more satisfied in doing the work than the end result. BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLED1. The child will be unhappy, fretful, tearful and fearful because he would sometimes be ignored. 2. Death of the child’s spirit, if the child is constantly ignored. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOME1. The child has to be given opportunities and space to move around and explore his environment. 2. They have to understand the child’s desperate need to move, to handle and manipulate objects. 3. The child needs to see adults who model, precise, careful movement so that he can see how it is done. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1. The child needs opportunities and encouragement to work with HIS hands by HIMSELF. 2. The child needs INTERESTING and PURPOSEFUL activities that will refine his movement. 3. The child needs time to work at his own PACE, to practice and repeat as long as he has to or wants to. 4. The child needs activities that would refine his gross & fine motor skills stimulation. 5. The child needs adults who model precise, careful and economical movement for the child to copy- so that the child does not dissipate energy WHAT ARE THE IMPLICATIONS FOR TEACHER TRAINING1. Education for the young child must be founded on movement. 2. Trainee teacher must understand the child must move and explore to live. 3. The trainee teacher must prepare an adequate environment and activities to encourage fine &gross motor movement. 4. You must plan routines for children, to involve not only seating and listening but also doing (participate, be active in the exercise)
SENSITIVE PERIOD FOR ORDER
For the child, order is a necessity for him to develop. He therefore needs to orientate himself. KEYWORDSADDITIONAL IDEAS
SENSITIVE TO WHAT1. Physically- controls his movement (i.e. sitting, crawling etc, perfect the skills 2. Emotionally – the child can only build trust if there is consistency 3. Intellectually- intelligence and logical thinking is dependent on outer order, the physical order balance out his internal order which helps his intelligence. WHEN DOES IT
It appears from the first few months of life
It peaks at 2years
It begins to disappear at 4years
DEVELOPMENTAL AIM- To develop the child’s ability to think clearly and logically; and also to help with the ability to make well thought decisions. - It helps the child to make sense of the world, by seeing and understanding how things relate to each other. - It helps the child to understand where he/she fits into what he experiences. - For the child outer order is equal to inner order.
INNER WORK TAKING PLACEOrder needs to be absorbed from the order at home, in the classroom and the people around the child (i.e. order is...