Resources for age-appropriate games and developmental movement

Articles about age-appropriate games and

developmental movement for grades 1 to 8

How to teach anything: a primer on classroom management

In his 1914 book, "Teaching Gymnastics", Wellesley College professor William Skarstrom included a chapter on teaching and classroom management which I believe contains a treasure trove of wisdom and pointers for the teacher of any subject, i.e. not only the teacher of gymnastics, by any means. This lengthy article includes the last two pages from the introductory chapter, and then (with a little abridgement of gymnastics-specific material) Chapter II, presenting essentials for any teacher.

Safety Rules - Providing Structure in Gym Class

Over the years at Aurora Waldorf School, I have found it helpful to take time during the first Gym class of the year, to read and explain the following "code of conduct" to each grade, and then to make sure students know where these rules are posted. For grades 1, 2 and 3, children seem to like to know that they're going to have "manners class" right along with Gym. For older grades, the wording can be simplified but the same rules need repeating... usually several times a year.

The values of play; rough and tumble play

(Book review) In the light of continuing growth of “attention deficit” and “hyperactivity” diagnoses, one of the most important topics in this book is rough and tumble play as a necessary developmental activity, perhaps especially for boys.

Suggestions about organized sports for children

“Is my child ready for team sports?” “Will my child be left behind if he or she doesn’t get going on a team?” If you’re asking questions like this, here are five possible areas to be considered.

Children and team sports - are we erasing a valuable history?

There are many, many things childhood can be filled with, that are actually much better than the‘normal’ activities like media and highly organized team sports. Here you can begin to explore classic games to play with or show your children.

Children in Martial Arts: the Cost - by Kim John Payne

Children in Ballet: Strung Up, Strung Out - by Kim John Payne

To encourage children to take up ballet is to impose an adultified concept of beauty on those that have no need of it. If the child is repeatedly exposed to this form of training, he will eventually begin to adopt the adult values of the dancer; this is to invite emotional disturbance and to restrict the child’s full experience of childhood.

Zoo-robics and Crawl-asthenics

How much creeping and crawling does it take to prepare a child for school? Many child development specialists believe that tens of thousands (perhaps as many as 50,000) crawling type steps are needed to properly myelinate the brain for academic readiness.

Waking up to learning with copper rod exercises

Copper rod exercises can support academic progress of grade school children, including physiology that supports writing and reading; direction, rhythm and sequencing (related to math); and more!

24 movement standards for Third Grade

A guide for class teachers, phys ed teachers, and parents.

Taking Play Seriously

“Scientists who study play, in animals and humans alike, are developing a consensus view that play is something more than a way for restless kids to work off steam; more than a way for chubby kids to burn off calories; more than a frivolous luxury. Play, in their view, is a central part of neurological growth and development — one important way that children build complex, skilled, responsive, socially adept and cognitively flexible brains.” From an article titled“Taking Play Seriously” in the Feb. 17, 2008 New York Times Magazine



The Values of Play “Rough-and-tumble play, a form of social engagement consisting of activities such as play fighting, hitting, wrestling, and chasing with the intent of fighting, is believed to constitute approximately 15% of all the vigorous physical play observed in children. While it is not known why immature organisms engage in such play... there is a correlation between the appearance of this activity and the maturity of the frontal lobes of the brain. The executive functions of the frontal lobes include reflection, imagination, empathy, and play/creativity, and when these develop, they allow for greater behavioral flexibility and foresight, for well-focused, goal-directed behavior. As the frontal...	Articles about age-appropriate games and developmental movement for grades 1 to 8 How to teach anything: a primer on classroom management In his 1914 book, "Teaching Gymnastics", Wellesley College professor William Skarstrom included a chapter on teaching and classroom management which I believe contains a treasure trove of wisdom and pointers for the teacher of any subject, i.e. not only the teacher of gymnastics, by any means. This lengthy article includes the last two pages from the introductory chapter, and then (with a little abridgement of gymnastics-specific material) Chapter II, presenting essentials for any teacher. Safety Rules - Providing Structure in Gym Class Over the years at Aurora Waldorf School, I have found it helpful to take time during the first Gym class of the year, to read and explain the following "code of conduct" to each grade, and then to make sure students know where these rules are posted. For grades 1, 2 and 3, children seem to like to know that they're going to have "manners class" right along with Gym. For older grades, the wording can be simplified but the same rules need repeating... usually several times a year. The values of play; rough and tumble play (Book review) In the light of continuing growth of “attention deficit” and “hyperactivity” diagnoses, one of the most important topics in this book is rough and tumble play as a necessary developmental activity, perhaps especially for boys. Suggestions about organized sports for children “Is my child ready for team sports?” “Will my child be left behind if he or she doesn’t get going on a team?” If you’re asking questions like this, here are five possible areas to be considered. Children and team sports - are we erasing a valuable history? There are many, many things childhood can be filled with, that are actually much better than the‘normal’ activities like media and highly organized team sports. Here you can begin to explore classic games to play with or show your children. Children in Martial Arts: the Cost - by Kim John Payne There are many, many things childhood can be filled with, that are actually much better than the‘normal’ activities like media and highly organized team sports. Here you can begin to explore classic games to play with or show your children. Children in Ballet: Strung Up, Strung Out - by Kim John Payne To encourage children to take up ballet is to impose an adultified concept of beauty on those that have no need of it. If the child is repeatedly exposed to this form of training, he will eventually begin to adopt the adult values of the dancer; this is to invite emotional disturbance and to restrict the child’s full experience of childhood. Zoo-robics and Crawl-asthenics How much creeping and crawling does it take to prepare a child for school? Many child development specialists believe that tens of thousands (perhaps as many as 50,000) crawling type steps are needed to properly myelinate the brain for academic readiness. Waking up to learning with copper rod exercises Copper rod exercises can support academic progress of grade school children, including physiology that supports writing and reading; direction, rhythm and sequencing (related to math); and more! 24 movement standards for Third Grade A guide for class teachers, phys ed teachers, and parents. Taking Play Seriously “Scientists who study play, in animals and humans alike, are developing a consensus view that play is something more than a way for restless kids to work off steam; more than a way for chubby kids to burn off calories; more than a frivolous luxury. Play, in their view, is a central part of neurological growth and development — one important way that children build complex, skilled, responsive, socially adept and cognitively flexible brains.” From an article titled“Taking Play Seriously” in the Feb. 17, 2008 New York Times Magazine




		Updated 8/1/2009