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ERIC Number: EJ847369
Record Type: Journal
Publication Date: 2007
Pages: 11
Abstractor: ERIC
Reference Count: 21
ISBN: N/A
ISSN: ISSN-1529-0824
Movement Curriculum for Pre-School Children with Emotional Disturbances: A Three-Stage Developmental Approach
Gottlob, Stephanie; Oka, Yuji
Journal of Dance Education, v7 n1 p14-24 2007
Re-Education classrooms are self-contained and tightly organized, to meet the unpredictable challenges of daily school life. It is typical to observe children hitting, kicking, spitting, crying or shutting down completely while lessons are being taught. Teachers, in turn, are required to physically restrain a child if he might cause injury to himself or others--in these situations, teachers are often under as much stress as the child. Perhaps this highly charged, volatile atmosphere poses the greatest obstacle to a prospective dance teacher in Re-Education. One must find a way to teach a movement curriculum that increases self-awareness and encourages emotional growth in a tangible way. This three-part essay describes the evolution of this curriculum, a summary of its methods and structure, and some interesting results obtained through motor testing. The model the authors have created is a three-stage developmental curriculum: (1) in the first stage, children learn a base movement vocabulary; (2) in the second stage, children learn how to sequence these movements using symmetrical spatial operations; and (3) in the third stage, activities are expanded to include performance and creativity. Over eight years, this approach has been highly effective in dealing with the broad range of student challenges within the Positive Education Program (PEP) system. (Contains 17 figures.)
J. Michael Ryan Publishing. 24 Crescent Drive North, Andover, NJ 07821. Tel: 973-786-7777; Fax: 973-786-7776; e-mail: info@jmichaelryan.com; Web site: http://www.jmichaelryan.com/JODE/jode-ad.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A