*3.1.1 Body management concepts and movements and movement principles*

To learn to move with proficiency, it is first essential to have an understanding of basic movements and concepts. For child caregivers, it is helpful to understand terminology that is common to all movement. Rudolf Laban, born in 1879, is most

#### **Figure 1.**

*Movement competence in early childhood. Key components of movement competence for young children.*

**45**

instruction.

*Jack Be Nimble and Jack Be Quick: Increasing Movement Competence in Early Childhood Settings*

Much of Laban's work was popular in the latter half of the twentieth century. In fact, many Physical Education Teacher Education (PETE) programs have adapted Laban's work as part of a movement education curriculum. Laban's work has been the basis for many physical education textbooks for teacher preparation programs for the past three decades, although many movement educators and physical educators dismiss the importance of the work, citing that it is "out-of-date." However, the impact of Laban's work should not be underestimated in developing early childhood

One of Laban's essential components of movement included an understanding of the body [47]. For young children, an understanding of the body includes an awareness of their bodies and how their bodies move. Body awareness provides the foundation for learning new movement skills. Child caregivers can start by asking children to point to body parts such as shoulders, hips, knees, wrists, elbows, back, and ankles and assisting children in more complex movements. Many teachers employ popular songs and activities to help young children learn their body parts. Furthermore, an understanding of the body includes the application and exploration of non-locomotor movements. Specifically non-locomotor movements are movements that are performed while stationary. Learning how to shake, twist, bend, wave, sway, and swing are all examples of non-locomotor movements. Children can learn how to shake an arm or shake their entire body. Lessons exploring nonlocomotor movements can be designed for children in the classroom or other space. Moreover, shape is the form that the body occupies in space. Many of the movements children learn in movement require an understanding of the various shapes and forms the body can produce. When children are first introduced to a movement, one of the first movement qualities that they are introduced to is the body form or shape. To understand shape, it is essential to understand the various planes of movement including the horizontal plane, the vertical plane, and the sagittal planes of movement [47–50]. Within a horizontal plane, children can explore movements including expansion, contraction, wide, and thin. In the vertical plane, children can experiment with movements that include tall, short, high, or low. Also, in the sagittal plane, children can explore movements with their body including

curriculum and instruction for movement competence in young children.

often credited for his work in the notation of dance. More significantly, Laban's work has had a lasting impression on movement scientists for several decades. In the 1960s, Laban created a notational system to better understand movement, which is now known as the Laban movement analysis (LMA). However, what Laban is best known for is helping movement scientists to understand the most basic elements of

movement including body, space, shape, and effort [46–48].

curved movements such as concave and convex shapes.

Additionally, an understanding of spatial concepts is necessary for young children in both the classroom and physical activity settings. Two of the spatial concepts which children struggle with in the classroom include personal and general space. It is not uncommon to observe children standing or sitting too close to one other or running into one another as they move about the classroom. Child caregivers can work with young children to understand spatial movements such as personal space to allow children to understand the boundaries of their own personal space through guided learning experiences. In addition, children can learn to move around the classroom and physical activity settings through planned movement

Moreover, one of the more challenging spatial concepts includes the use of locatives in both the classroom and physical activity settings. Locatives include relationships to objects and persons. Young children struggle with classroom directions when terms such as "in front, behind, toward, away, around, on top, and below," are provided. Often, even more difficulties arise when directions such as left and right

*DOI: http://dx.doi.org/10.5772/intechopen.81181*

#### *Jack Be Nimble and Jack Be Quick: Increasing Movement Competence in Early Childhood Settings DOI: http://dx.doi.org/10.5772/intechopen.81181*

often credited for his work in the notation of dance. More significantly, Laban's work has had a lasting impression on movement scientists for several decades. In the 1960s, Laban created a notational system to better understand movement, which is now known as the Laban movement analysis (LMA). However, what Laban is best known for is helping movement scientists to understand the most basic elements of movement including body, space, shape, and effort [46–48].

Much of Laban's work was popular in the latter half of the twentieth century. In fact, many Physical Education Teacher Education (PETE) programs have adapted Laban's work as part of a movement education curriculum. Laban's work has been the basis for many physical education textbooks for teacher preparation programs for the past three decades, although many movement educators and physical educators dismiss the importance of the work, citing that it is "out-of-date." However, the impact of Laban's work should not be underestimated in developing early childhood curriculum and instruction for movement competence in young children.

One of Laban's essential components of movement included an understanding of the body [47]. For young children, an understanding of the body includes an awareness of their bodies and how their bodies move. Body awareness provides the foundation for learning new movement skills. Child caregivers can start by asking children to point to body parts such as shoulders, hips, knees, wrists, elbows, back, and ankles and assisting children in more complex movements. Many teachers employ popular songs and activities to help young children learn their body parts.

Furthermore, an understanding of the body includes the application and exploration of non-locomotor movements. Specifically non-locomotor movements are movements that are performed while stationary. Learning how to shake, twist, bend, wave, sway, and swing are all examples of non-locomotor movements. Children can learn how to shake an arm or shake their entire body. Lessons exploring nonlocomotor movements can be designed for children in the classroom or other space.

Moreover, shape is the form that the body occupies in space. Many of the movements children learn in movement require an understanding of the various shapes and forms the body can produce. When children are first introduced to a movement, one of the first movement qualities that they are introduced to is the body form or shape. To understand shape, it is essential to understand the various planes of movement including the horizontal plane, the vertical plane, and the sagittal planes of movement [47–50]. Within a horizontal plane, children can explore movements including expansion, contraction, wide, and thin. In the vertical plane, children can experiment with movements that include tall, short, high, or low. Also, in the sagittal plane, children can explore movements with their body including curved movements such as concave and convex shapes.

Additionally, an understanding of spatial concepts is necessary for young children in both the classroom and physical activity settings. Two of the spatial concepts which children struggle with in the classroom include personal and general space. It is not uncommon to observe children standing or sitting too close to one other or running into one another as they move about the classroom. Child caregivers can work with young children to understand spatial movements such as personal space to allow children to understand the boundaries of their own personal space through guided learning experiences. In addition, children can learn to move around the classroom and physical activity settings through planned movement instruction.

Moreover, one of the more challenging spatial concepts includes the use of locatives in both the classroom and physical activity settings. Locatives include relationships to objects and persons. Young children struggle with classroom directions when terms such as "in front, behind, toward, away, around, on top, and below," are provided. Often, even more difficulties arise when directions such as left and right

*Early Childhood Education*

*social interaction.* [46]

*achieve and maintain a health-enhancing level of physical activity and fitness. (4) A physically literate person who respects self and others exhibits responsible personal and social behaviors. (5) The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and* 

Although the standards provide a comprehensive view of the ultimate goal for "physical literacy," it is not entirely clear how the standards can be applied for early childhood movement competencies. From a developmental perspective, it is imperative that children acquire a large repertoire of movement competencies including knowledge of and application of movement concepts, fundamental motor skills, and fine motor skills. Movement competence in early childhood is important

for participation in physical activity and future academic success.

participation in physical activity and future academic success.

*3.1.1 Body management concepts and movements and movement principles*

**3.1 Movement competence curriculum for early childhood care providers**

Arguably, an early childhood framework for movement competence in early childhood is necessary to provide a conceptual understanding of movement competencies required during the early childhood years. A conceptual framework may provide childcare providers with an important tool to evaluate and plan developmentally appropriate movement curriculum and instruction to address children's movement needs. In **Figure 1**, movement competence in early childhood and key components for movement competence are depicted. These competencies include children learning body management concepts, fundamental motor skills including object control skills and locomotor skills, and fine motor skills that are necessary for

To learn to move with proficiency, it is first essential to have an understanding of basic movements and concepts. For child caregivers, it is helpful to understand terminology that is common to all movement. Rudolf Laban, born in 1879, is most

**44**

**Figure 1.**

*Movement competence in early childhood. Key components of movement competence for young children.*

are included. Providing planned movement experiences to allow children to practice these concepts can prove to be valuable to children in both classroom and physical activity settings.

Finally, the last of the important body management concepts includes an understanding of effort. Within Laban's movement analysis framework, concepts include direct or indirect movement, weight, and time [47, 50]. An example of direct movement would include running from point A to point B. Indirect movement would include moving in a zig-zagged or curvilinear pathway. Within the movement quality of weight, children can learn to explore the use of force. For instance, movements using force or energy including soft vs. hard or light vs. heavy may be implemented in the classrooms or physical activity settings. Likewise, movement activities focusing on the quality of time of movement can also be implemented. Structured lessons including quick vs. slow movements can be explored.

#### *3.1.2 Fundamental motor skills*

Fundamental motor skills (FMS) constitute an important component of movement competence in early childhood. FMS play a vital role in promoting children's health, physical activity, cognitive, and social development during the early childhood years [39, 51, 52]. In addition, a lack of FMS is related to higher BMI and lower rates of physical activity for children and adolescents. Ideally, it is important young children begin learning these skills so they have the requisite skills for a healthy lifestyle.

FMS generally involve the large muscles of the body and fall into one of two categories. The first category of these skills includes the manipulation, reception, or projection of objects. These skills are known as object control skills. The second category of skills involves the transport of the body through spaces. These skills are known as locomotor skills (i.e., hopping, jumping, running, skipping, galloping, leaping). Both object control and locomotor skills play an important role in achieving movement competence during the early childhood years.

Often, many child caregivers have misconceptions on the ways in which young children learn motor skills. One common perception is that children learn motor skills as part of the maturation process and that children will learn them when they are ready. A second myth is that children who learn motor skills at an early age are athletically gifted. In reality, the only way for young children to become skillful and proficient in motor skills is by receiving instruction, opportunity to practice, and feedback during the learning process. Without purposeful instruction, it is unlikely that children will learn to execute object or locomotor skills.

The absence of FMS can limit a child's movement participation experiences throughout their childhood years. Lack of FMS can lead children to withdrawal from social opportunities or to avoid participation in physical activities in which these skills are required. Ideally, it is important young children begin learning these skills so they have the requisite skills for a healthy lifestyle.

The absence of fundamental skills can limit a child's movement participation experiences throughout their childhood years. Lack of fundamental motor skills can lead children to withdrawal from social opportunities or avoid participation in physical activities in which these skills are required. In addition, young children who have difficulty with FMS generally find themselves socially isolated from their peers in physical activities.

Moreover, providing young children with modest amounts of instruction can provide positive gains in motor skill proficiency. Several researchers have demonstrated the efficacy of teaching children fundamental motor skills in a relatively short period of time. One researcher demonstrated that parents could effectively teach object control skills to preschool children who were at risk for academic delay in an 8 week

**47**

**Table 1.**

*Essential movement components and activities for early childhood.*

*Jack Be Nimble and Jack Be Quick: Increasing Movement Competence in Early Childhood Settings*

motor skill intervention [52]. Similarly, in a separate intervention, comparable gains were demonstrated by child caregivers in a 9 week motor skill intervention teaching object control skills to young children [53]. Also, one researcher demonstrated that paraprofessionals could effectively provide direct instruction for both object control and locomotor skills to children in a 12 week motor skill intervention for preschool-

One of the most overlooked areas of movement competence in early childhood is the development of fine motor skills. Specifically, fine motor skills are used in many classroom activities in early childhood and primary grades. Consequently, children

aged children who were considered at risk for academic delay [54].

*DOI: http://dx.doi.org/10.5772/intechopen.81181*

*3.1.3 Fine motor skills*

*Jack Be Nimble and Jack Be Quick: Increasing Movement Competence in Early Childhood Settings DOI: http://dx.doi.org/10.5772/intechopen.81181*

motor skill intervention [52]. Similarly, in a separate intervention, comparable gains were demonstrated by child caregivers in a 9 week motor skill intervention teaching object control skills to young children [53]. Also, one researcher demonstrated that paraprofessionals could effectively provide direct instruction for both object control and locomotor skills to children in a 12 week motor skill intervention for preschoolaged children who were considered at risk for academic delay [54].
