Archer C., Siraj I. Measuring the Quality of Movement-play in Early Childhood Education Settings: Linking Movement-play and Neuroscience
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Archer C., Siraj I. Measuring the Quality of Movement-play in Early Childhood Education Settings: Linking Movement-play and Neuroscience // Preschool Education Today. 2016, Issue 3 -
p. 66–79.
This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)
Abstract
This article explores the links between neuroscience research, movement, and neurological dysfunction in relation to young children’s learning and development. While policymakers have recognized the importance of early development the role of movement has been overlooked. A small scale study was undertaken in four early years settings in a London Borough in order to investigate whether an intervention resulted in improved movement experiences for children. This is the first study to assess the quality of movement-play using a newly developed measuring scale. Results showed that an intervention does result in improved movement experiences for young children. Consistently enhanced results were found in relation to the vital role of the adult at the two intervention settings. For Vygotsky the adult role is critical to the quality of play and learning for the child (Siraj-Blatchford, 2009). There is scope for a larger scale piece of research spread across different sectors in order to further test the validity and reliability of the scale.
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37. Sylva, K., I. Siraj-Blatchford, and B. Taggart. 2006a. Assessing Quality in the Early Years: Early Childhood Environmental Rating Scale – Extension (ECERS-E) Four curricular subscales. Revised ed.. Stoke on Trent: Trentham Books.
38. Sylva, K., I. Siraj-Blatchford, B. Taggart, P. Sammons, E. Melhuish, and V. Totsika. 2006b. «Capturing Quality in early Childhood Through Environmental Rating Scales.» Early Childhood Research Quarterly 21: 76–92.
2. Blaise, M. 2010. «Designing to Scale: When Size Matters.» In Doing Early Childhood Research. International Perspectives on Theory & Practice, 2nd ed., edited by G. Mac Naughton, S. A. Rolfe, and I. Siraj-Blatchford, 209–219. Berkshire: Open University Press.
3. Blakemore, S. J., and U. Frith. 2005. «The Learning Brain: Lessons for Education: A Precis.» Developmental Science 8: 459–465. Accessed http://onlinelibrary.wiley.com/doi/10.1111/j.1467-7687.2005.00434.x/full
4. British Educational Research Association (BERA). 2004. Accessed www.bera.ac.uk/ publications/guides.php
5. Bruer, J.T. 1997. «Education and the Brain: A Bridge too Far.» Educational Researcher 26 (8): 4–16.
6. Bruer, J. T. 2002. «Avoiding the Pediatrician’s Error: How Neuroscientists can help Educators (and Themselves).» Nature Neuroscience 5: 1031–1033. Published online doi:10.1038/nn934.
7. Cotman, C. W., N. C. Berchtold, and L. A. Christie. 2007. «Exercise Builds Brain Health: Key Roles of Growth Factor Cascades and Inflammation.» Trends in Neuroscience 30 (9): 464–472.
8. Dahlberg, G., P. Moss, and A. Pence. 1999. Beyond Quality in Early Childhood Education and Care. London: Falmer Press.
9. Evangelou, M., K. Sylva, M. Kyriacou, M. Wild, and G. Glenny. 2009. «Early Years Learning and Development, Literature Review.» University of Oxford, Research Report No. DCSFRR176.
10. Goddard Blythe, S. 2005. «Releasing Educational Potential Through Movement: A Summary of Individual Studies Carried Out Using the INPP Test Battery and Developmental Exercise Programme for use in Schools with Children with Special Needs.» Child Care in Practice 11 (4): 415–432.
11. Goddard Blythe, S. 2005a. The Well Balanced Child. Movement and Early Learning. 2nd ed. Gloucesteshire: Hawthorne Press.
12. Goddard Blythe, S. 2007. «Neurological Dysfunction as a Significant Factor in Children Diagnosed with Dyslexia.» Symposium; Alternative Therapies. Paper provided personally by author.
13. Goddard Blythe, S. 2011. «Neuro-motor Maturity – an Indicator of Developmental Readiness for Education.» TAC Journal 4 (12).
14. Harms, T., R. Clifford, and D. Cryer. 2005. Early Childhood Environmental Rating Scale Revised Edition (ECERS-R). New York: Teachers College Press.
15. Hillman, C. H., K. I. Erickson, and A. F. Kramer. 2008. «Be Smart, Exercise Your Heart: Exercise Effects on Brain and Cognition.» Nature Reviews Neuroscience 9 (1): 58–65.
16. Howard-Jones, P. 2007. Transcript of the Keynote Seminar of the All-Party Parliamentary
17. Group on Scientific Research in Learning and Education. ‘Brain-Science in the Classroom’. Attlee Suite: Portcullis House. The Institute for the Future of the mind. Available on http://susangreenfield.com/assets/Uploads/2007brain-sciencetranscript.pdf
18. Lamont, B. 2007a. Learning and Movement. Accessed http://www. developmentalmovement.org/default.html
19. Lamont, B. 2007b. Babies Naturally. Accessed http://www.developmentalmovement.org/default.html
20. Lamont, B. 2007c. Children Who Need Help. Accessed http://www.developmentalmovement.org/default.html
21. Mathers, S., F. Linskey, J. Seddon, and K. Sylva. 2007. «Using Quality Rating Scales for
22. Professional Development: Experiences from the UK.» International Journal of Early Years Education 15 (3): 261–274.
23. Maude, P. 2006. «How Do I do this Better? From Movement Development into Physical Literacy.» In Teaching and Learning in the Early Years, 3rd ed., edited by D. Whitebread and P. Coltman 2008, 251–268. Oxon: Routledge.
24. McCartney, K., E. Dearing, B. A. Taylor, and K. L. Bub. 2007. «Quality Child Care Supports the Achievement of Low-Income Children: Direct and Indirect Pathways Through Caregiving and the Home Environment.» Journal of Applied Developmental Psychology 28 (5–6): 411–426.
25. Munton, A. G., A. Mooney, and L. Rowland. 1995. «Deconstructing Quality: A Conceptual Framework for the New Paradigm in Day Care Provision for the Under Eights.» Early Child Development and Care 114: 11–23.
26. O’Callaghan, R. M., E. W. Griffin, and A. M. Kelly. 2009. «Long-Term Treadmill Exposure Protects Against Age-Related Neurodegenerative Change in the Rat Hippocampus.» Hippocampus 19 (10): 1019–1029. (Paper provided by author).
27. O’Callaghan, R. M., R. Ohlem, and A. M. Kelly. 2007. «The Effects of Forced Exercise on Hippocampal Plasticity in the Rat: A Comparison of LTP, Spatial– and Non-Spatial Learning.» Behav Brain Res 176 (2): 362–366. (Paper provided by author).
28. Peisner-Feinberg, E. S., M. R. Burchinal, R. M. Clifford, M. L. Culkin, C. Howes, S. L. Kagan, N. Yazejian, P. Byler, J. Rustici, and J. Zelazo. 2000. The Children of the Cost, Quality, and Outcomes Study Go to School: Technical Report. Chapel Hill: University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Center.
29. van Praag, H. 2009. «Exercise and the Brain: Something to Chew On.» Trends in Neuroscience 32 (5): 283–290.
30. Robert-Holmes, G. 2011. Lecture at Institute of Education. Masters in Early Years Childhood Studies: Research Methods: Session 8, Questionnaires and Interviews.
31. Robson, C. 2002. Real World Research. 2nd ed. Singapore: Blackwell Publishing.
32. Siraj-Blatchford, I. 2009. «Conceptualising Progression in the Pedagogy of Play and Sustained Shared Thinking in early Childhood Education: A Vygotskian Perspective.» Educational and Child Psychology 26 (2): 77–89.
33. Siraj-Blatchford, J. 2010. «Surveys and Questionnaires: An Evaluative Case Study In.» In Doing Early Childhood Research. International Perspectives on Theory & Practice, 2nd ed., 233–238. Berkshire: Open University Press.
34. Siraj-Blatchford, I., K. Sylva, S. Muttock, R. Gilden, and D. Bell. 2002. Researching Effective Pedagogy in the Early Years. London: DFES Research Report 365.
35. Siraj-Blatchford, I., and Y. Wong. 1999. «Defining and Evaluating ‘Quality’ Early Children Education in an International Context: Dilemmas and Possibilities.» Early Years 20: 7–18.
36. Sylva, K., E. Melhuish, P. Sammons, I. Siraj-Blatchford, and B. Taggart. 2004. The Effective Provision of Pre-school Education (EPPE) Project: Final Report: A Longitudinal Study Funded by the DfES 1997–2004. Institute of Education, University of London/Department for Education and Skills/Sure Start.
37. Sylva, K., I. Siraj-Blatchford, and B. Taggart. 2006a. Assessing Quality in the Early Years: Early Childhood Environmental Rating Scale – Extension (ECERS-E) Four curricular subscales. Revised ed.. Stoke on Trent: Trentham Books.
38. Sylva, K., I. Siraj-Blatchford, B. Taggart, P. Sammons, E. Melhuish, and V. Totsika. 2006b. «Capturing Quality in early Childhood Through Environmental Rating Scales.» Early Childhood Research Quarterly 21: 76–92.