Physical Children, Active Teaching: Investigating Physical Literacy

Physical Children, Active Teaching: Investigating Physical Literacy

Physical Children, Active Teaching: Investigating Physical Literacy

Physical Children, Active Teaching: Investigating Physical Literacy

Synopsis

• How can children achieve their entitlement to gain physical literacy and to become physically educated?

• How can parents and teachers ensure that children's movement development and movement education are of the highest quality?

• What are the most appropriate contexts for facilitating children's physicality?

The book describes children's physical and movement development and analyses progression in motor skills from elementary to mature stages, from infancy through to the end of the primary school years.

Language development stemming from motor development and the contribution of language as a tool in the achievement of movement competence is discussed, as is the contribution of movement to children's play and creative activity.

The author addresses children's entitlement to become physically educated, both through the raising of standards in the Physical Education curriculum and through the heightening of expectations in children's knowledge, understanding, participation and performance in physical activity and the development of a healthy and active lifestyle.

Excerpt

Glenn has taught across the age range in different primary
schools for the last 15 years, specializing in art. In that time,
he has had to make many adjustments in his thinking. The
emphasis now appears to have shifted significantly from
considering the learning needs of children as paramount, to
'delivering' a curriculum over which he feels little ownership
and about which he feels even less real enthusiasm! The
National Curriculum, with its individual subjects and language
of 'teaching', not to mention an impending Office for Standards
in Education (Ofsted) inspection, has shaken his confidence
somewhat in his own understanding of what primary education
is all about. It has also meant that he feels he is doing most of
the learning, rather than the children — all those detailed plans
and topic packs for individual subjects which teachers have
been developing within the school seem to Glenn to leave little
for children to actually do except explore the occasional
artefact and fill in worksheets.

Yet he knows that he enjoys the 'buzz' of teaching, revels in
being part of children's progress and achievements, delights
in those rare times when he can indulge in art activities
with children, is appreciated by parents and colleagues for the
quality of his work and, generally, still finds his real heart lies
in being an educator and doing something worthwhile. His
constant question to himself is 'How can I work with children
in ways I feel and know are appropriate and yet meet the
outside demands made on me?'

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