| Acknowledgements |
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vi | |
| Foreword |
|
vii | |
| Guiding Thoughts |
|
x | |
| 1 Lenses on Teacher Development |
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1 | (3) |
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Practical and Ethical Considerations |
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4 | (3) |
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The Hierarchy of Learning Readiness |
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7 | (1) |
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Working with the Twelve Senses |
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8 | (5) |
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... Or Is It Sixteen Senses? |
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13 | (2) |
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Faith, Love and Hope in the Classroom |
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15 | (15) |
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30 | (3) |
| 2 Foundations for Student Capacities and Readiness |
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33 | (6) |
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39 | (10) |
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Boys and Girls in Movement |
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49 | (7) |
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Parallels in Academic and Athletic Development |
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56 | (2) |
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58 | (1) |
| 3 Exercises and Activities for Strengthening the Whole Class |
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59 | (1) |
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Foundations for Developmental Movement Jumping Rope |
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60 | (3) |
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63 | (4) |
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Crawlasthenics and Zoorobics |
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67 | (8) |
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Balance, Ball and Beanbag Activities |
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75 | (4) |
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79 | (1) |
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80 | (1) |
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Foundations for Writing and Reading Strengthening the Pencil Grip |
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81 | (2) |
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83 | (2) |
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85 | (2) |
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Foundations for Arithmetic The Connections Between Math and Movement |
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87 | (2) |
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Strengthening Arithmetic Foundations |
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89 | (3) |
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Numeracy Activities and Screening Tables |
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92 | (4) |
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Review Exercise Worksheet |
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96 | (1) |
| 4 The Values of Organized Play |
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97 | (1) |
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98 | (6) |
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Movement Standards for Third Grade |
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104 | (1) |
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Movement Program Organization |
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105 | (3) |
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A Taxonomy of Games, and a Sampler |
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108 | (10) |
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Games and Movement Resources |
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118 | (2) |
| 5 Building a Schoolwide Culture |
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120 | (1) |
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A Model for Inservices and Classroom Blocks |
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120 | (5) |
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The Fourfold Process for Success |
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125 | (6) |
| 6 Building Bridges with Parents |
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131 | (2) |
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Education for Balance and Resilience |
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133 | (3) |
| Appendix & Resources |
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Observation, Documentation and Support |
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136 | (6) |
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142 | (7) |
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An Educational Support Team Model |
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149 | (4) |
| Afterword |
|
153 | (2) |
| Bibliographic Notes |
|
155 | (2) |
| Index of Exercises |
|
157 | |
