An Evaluation of Wolfes Document Explaining the Need for Movement in Classroom

An Evaluation of Wolfe's Document Explaining the Need for Movement in Classroom

Article 5: Creating the surroundings for Movement, Wolf


uses her content to describe to us the value of movement in a

classroom and the ultimate way to go about establishing an environment for

activity. Wolfe notes that developmentally suitable movement

programs demand scheduled activity, course size, equipment, play,

features, participation for all kids, allowance for repetition

and achievements, and integration of motion into various subject matter.

The writer also mentions that motion ought to be positive and

enjoyable physical activities and they can look different based

on the classroom design, teacher, and elements used. Wolfe traces

the ideas of activity in developmentally suitable curriculum back

to the theories of Piaget and Vygotsky. Both of these theorists emphasize

different stages in advancement. Vygotsky, on the other hand, put an emphasis

on the sociable and environmental elements surrounding learning.

According to him, kids not only go through developmental stages

but are influenced by world. Teachers provide scaffolding

(assistance and support in the training process) that revolves around

the childРІР‚в„ўs area of proximal development (the particular level a kid can do

tasks by using a grown-up or even more knowledgeable peer). Upon this

basis, environments intended to promote movement will include a wide

range of movement experience to ensure that kids can learn and approach at

individually appropriate levels, according

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