Active Body Brain Connection – Pre and Post Event Dialogue

Active Body Brain Connection – Pre and Post Event Dialogue

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PREFACE:

With every step in the mud, every wiggle on the ground, and every roll in the dirt, somewhere deep down in their bodies, children are learning something – and no, not just how to get dirty.  They are growing their sensory motor skills, building neural pathways necessary to focus their eyes and attention, learning how to regulate their emotions, and developing the ability to plan and carry out tasks.  By recognizing the importance of the active body brain connection, parents and educators are able to integrate newly discovered research on the benefits of active play to ensure our children are developing both mentally and physically.

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THE IMPORTANCE OF THE ACTIVE BODY BRAIN CONNECTION

Deb Curtis

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Physical play, or physical endeavors in any form, have long been undervalued. Across the United States, and in schools all over the world, policy makers are increasing time spent sitting at desks, and decreasing time for physical play. Here in Seattle, educators had to fight to keep policy makers from cutting recess altogether.  Evidence shows that physical play plays a vital role in children’s brain development, boosts serotonin, and can even be an effective treatment for ADHD.

Not only is physical play so important for children’s development, but young children are drawn to this type of play. Each year, the 3-year-olds in our classroom find different ways to jump, tumble, and wrestle, all year long. They build obstacle courses for themselves, create bridges to test their balance, jump from higher and higher spots in the classroom, and negotiate wrestling with one another. As educators and parents, we want to keep our children safe, and some of this play can be seen as risky, or difficult to manage. So, the question is…

How do we build safe, but inviting, environments in which children can test out their physical abilities, and engage in positive risk-taking?

In the spirit of dialogue, and practicing the Reggio Emilia value of “learning in relationship,” we invite you to delve into deeper thinking and conversation about this event by sharing your thoughts, questions, or comments below! 

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Ever notice a fidgety child in the classroom?  We as a society are often so quick to label these kids with a “learning problem” or even “ADD.”  While sometimes this might be the case, other times it’s simply because we don’t let kids be… well… kids.

Oh the irony!

Deb Curtis joined members of our community on Thursday, June 1^st to discuss the significance of active play for healthy development within our children.  Despite empirical evidence and extensive research showing the importance of active play for children’s brain development, there is an alarming trend away from active physical play.

Instead of giving kids the chance to learn through energetic play and exploration, children across the nation are spending more and more time at school sitting at tables and desks.  This stifling of play has dire consequences for the future our nation.  It is important to bring to light the crisis happening in our kindergartens and preschools and spur collective action before irreversible damage is done.

“On behalf of helping children, we are hurting them” Deb says.  “We don’t give them enough active play.  Research shows we must give children at least 3 hours of play a day.  How many of your children are doing that?”

But there are ways to combat this!  Deb recommends setting up your environment to cultivate innovation through imaginative active play.

Recommendations:

1. Open up the space by eliminating big shelving and other furniture, and consider adding platforms, tree stumps, step stools or other flexible materials instead.
2. Eliminate clutter and use calming colors.
3. Provide an abundance of space, time and open ended materials, allowing children to spread out and do big work.
4. Provide ways to move – to carry, to climb, to slide and to jump.
5. Balance your spaces. Have space [for children] to get away, as well exciting experiences of enclosure and hiding.
6. Provide larger, lightweight, loose parts that encourage big work and mind work.
7. Expect, encourage, and negotiate flexible use of space and material.

We are stopping children from moving all day – for the sake of the curriculum, for the sake of routine, for the sake of “preparing children for kindergarten.”  A Teacher’s knowledge of the importance of big body play can make all the difference in the kinds of experiences children are provided in the classroom. When teachers see active play as normal, let it happen and provide for it, children benefit immensely.

How are you providing for and supporting active physical play in your classroom?

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Deb Curtis
Deb Curtis, co-founder of HARVEST RESOURCES in 1994 as a partnership to inspire early care providers and educators to engage fully in their own learning.

Deb Curtis Books
A collection of books available on Amazon written by Deb Curtis

Becoming a Reflective Teacher
Deb’s article on becoming a reflective teacher

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We have finished our Educator Discussion Series for the year.  It was an amazing year which featured over 330 attendees over the course of 3 full day trainings and 5 evening discussions.

We are in the process of finalizing next year’s events and are excited with the possibility of bringing you another outstanding year of presentations, discussions and trainings!

To cap off Deb’s event, we will leave you with a few quotes:

“Children who fidget at the table during elementary school often get punished by having to sit down inside during recess.  Which is ironic, because that’s what they need in order to regulate themselves” – Deb Curtis

“It’s not just blowing off steam, or getting their wiggles out.” she goes on to say.  “It’s about developing their vestibular sensory and proprioceptive system.” – Deb Curtis

“If children are not given enough natural movement play experiences they are more likely to be clumsy, have difficulty paying attention, trouble controlling their emotions, utilize poor problem solving methods and demonstrate difficulties with social interactions.” – Valerie Strauss, Washington Post

“[Thus] the message to teachers and parents is clear: Inspire children to move, to move with vigor, and to keep moving for significant periods of time each day.” – Jeffrey Trawick-Smith

 

For a list of next year’s events and to keep abreast on all that is happening, email us at institute@hilltopcc.org to subscribe to our mailing list!

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Did you have a chance to reflect more and would like to share it with the group?  We welcome your comments, your thoughts, and your reflections on the event.  Please feel free to comment below and share your insights on the question: “How are you providing for and supporting active physical play in your classroom?”

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