Movement: Beyond Gross Motor Development
Time:9 a.m. - 3 p.m.
Credit Available:0.5 CEUs; 5 SWCEUs; Approved by Illinois Early Intervention Training Program for 2.0 - Intervention and 3.0 - Typical Development
Approved by Illinois Early Intervention Training Program There is an early, ongoing, and intimate connection between movement, child development, emotions, and learning. For example:
- A baby swings her arms and kicks her legs excitedly when she hears footsteps in the hall.
- She is learning that her parent will soon come into sight!
- A toddler throws his toy across the room when told it's time to clean up.
- He has not yet learned to control his emotions, and so uses a motor act to express his understanding of his own frustration.
- A child just can't seem to sit still, frequently tipping a seat back and preferring to stand.
- The child knows their body feels better, and that they can pay attention better, when in motion.
- describe the relationship between movement, emotions, child development, and learning
- utilize scientific evidence to support use of movement activities to foster optimal child development
- identify the ways in which movement might be incorporated into a child's daily routines
- develop a plan for intentionally incorporating movement into their practice