Rhonda L. Clements, EdD, is a professor and the director of the master's of arts in teaching (MAT) program in physical education and sport pedagogy at Manhattanville College in Purchase, New York. At Manhattanville College, she collects data regarding early childhood play activities and teaches about historical and sociocultural issues in sport and physical education. Clements is the author of 10 books on movement, play, and games. She is past president of the American Association for the Child's Right to Play, a United Nations-recognized association composed of experts in play, games, and sports from 49 countries. The association's primary purpose is to protect, preserve, and promote play and leisure activities throughout the world. Clements has written numerous articles related to physical education, including 20 on sport and play factors. She is also a consultant for several manufacturers of sport equipment and playthings and has been interviewed by more than 300 journalists regarding children's right to leisure and physical play. She has presented at 40 international or national conferences and over 60 state or local conferences on topics related to cultural understanding through play and sport. Clements lives in New York City. Sharon L. Schneider, MS, is an early childhood adjunct assistant professor at Hofstra University in Long Island, New York. At Hofstra University, she teaches all the required courses for undergraduate and graduate students pertaining to child movement, music, rhythm, and play and their integration into academics for early childhood and elementary educators. In addition, she has been a keynote speaker, a consultant for numerous groups, and a visiting scholar at the University of Wisconsin at Madison. Schneider has served as a national physical activity consultant for Head Start Body Start and the National Center for Physical Development and Outdoor Play, and she has served as a facilitator for I Am Moving, I Am Learning (IMIL). She has been an officer and member of the executive board of the American Association for the Child's Right to Play, for which she also served as an alternate representative to UNICEF and the United Nations Early Childhood Care and Development in Emergencies Working Group. Schneider enjoys family adventures, her grandchildren, and the bragging rights she earns playing in her family's fantasy football league.
Description
Preface Acknowledgments Part I: Setting the Standard With Age-Appropriate Content, Instruction, and Assessment Chapter 1: Selecting Age-Appropriate Content The Power of Words Physical Literacy and National Standards Guidelines and Frameworks Movement Concepts as Age-Appropriate Content The Young Child's Physical Skills Manipulative Skills Considerations for Content Summary Chapter 2: Creating and Implementing Lessons Plans Behavioral Objectives Central Focus Learning Tasks (Ages 3-8) Making Smooth Transitions Between Learning Tasks Creative Ways to Form Groups Structuring the Learning Environment to Be Physically Safe Knowledge of Students to Inform Teaching Personal Community and Cultural Awareness Instructional Strategies Planned Supports for Children With Special Needs Providing Differentiated Instruction Academic Language Summary Chapter 3: Making the Most of Every Lesson A Typical Lesson Plan Making Lessons Plans More Purposeful Instructional Materials/Props Special Safety Considerations Provisions for Special Needs Students' Prior Knowledge Health-Enhancing Components of Physical Activity Motivating Physically Literate Learners Instructional Cues and Prompts State Education Standards Summary Chapter 4: Assessing Children's Ability to Move With Words & Actions Evidence 1: The Child's Perspective Evidence 2: Responses to Higher-Order Questions Evidence 3: Written Summaries and Progress Reports Summary Part II: Lesson Plans for Moving With Words & Actions Chapter 5: Moving With Words & Actions to Create Healthy Bodies Content Knowledge for Enhanced Physical Literacy Strong Bones Twisting Body Parts My Special Body Parts Muscle Actions Body Expressions Jumping Jills Time, Force and Flow . . . On the Go Body Outlines Active Fruits and Vegetables Fruit Salad Toss-Up Sizzling Vegetables Healthy Lunchtime Foods Chapter 6: Moving With Words & Actions in Our Community Community Helpers Farm Fire Station Toy Store Park Schoolyard Food Market Pet Shop Gas Station and Repair Shop Train Station Car Wash Pizza Parlor Construction Site Laundromat Library Airport Beach Building Structures Wintertime Holidays Chapter 7: Moving With Words & Actions Like Living Creatures Living Creatures Near and Far Animal Actions Under the Sea Crustaceans Feathered Friends Penguins Eagles and Chickens Spider Web Formations Insects and Bugs Bumblebees Life Cycle of the Butterfly Horses Learning About Nature Chapter 8: Moving With Words & Actions in Science and Math Science Substances, Surfaces, and Textures Power Sources Wave Actions Undersea Travel Life Cycle of a Tree Cave Structures Wind Patterns Vines Found in the Jungle Rock Formations and Water Math Jumping With Words and Numbers That Rhyme Hopping With Words and Numbers That Rhyme Moving With Words and Numbers That Rhyme Geometric Shapes Puzzle Shapes Body Triangles Measuring Horses First and Last Creations Chapter 9: Moving With Words & Actions in Language Arts Alphabet Alphabet Stretches A to Z Alphabet Letters Alphabet Treasures Alphabet Rhythm My Body Can Form Letters Brain-and-Body Connection Body Language Twisting and Twirling Actions Halloween Objects Movement Narratives Places in Our Community Super Bodies Fairy Tale Actions So Very Small The Letter S Small to Tall Objects in Our House Amusement Park Ice Rink Sports Stadium Hardware Store Racetrack Shoe Store Magical Powers Rainbow Magic Machines Space Travel Science Museum