The advantages of specific early
movements to later learning
By
Dr Jane Williams, GymbaROO
Why movement is important to learning
 We know children need movement as it provides opportunities to:
 Stimulate the developing neuron connections in the brain
 Stimulate the senses - feeling, seeing, hearing, tasting, moving &
balance
 Learn how to use muscles that control the body movements
 Coordinate sight with movement
 Encourage social skills
 Act out thoughts, emotions, roles
 Learn to solve problems..... And develop language
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What children need to promote healthy development
 The brain needs nurturing &
nourishing so that
neurological growth and
development can occur.
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What children need to promote healthy development
Massage
Vestibular
Movement
through
active play
Exercise
Nutrition
Music
Speech
Low stress
Free play &
socialising
Loving
attention
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Why children today are not moving
 Not as much play space for children to play
 Not as much moving play equipment
 Not as safe for our children to play outside
 Much more TV, computers and “sit down” time
 Much more driving, less walking, running, skipping
 Fear of SIDS - “Back to Sleep” campaign and reduced time on tummy
for babies
 Lots of “containers” – designed to help parents but stops our babies
and small children playing freely without restriction.
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Why children today are not moving
Image retrieved July 9, 2005 from
http://www.slumbersounds.com/images/swaddleme150.jpg
Image retrieved July 4, 2005 from
http://www.healthchecksystems.com/images/chicco_polly_girl.jpg
Image retrieved July 4, 2005 from
http://imagescdn01.associatedcontent.com/150_00000
00621_0000079798.jpg
For further research on
“containerised children”,
see Alice Brown, USQ.
Image retrieved July 4, 2005 from
http://www.shanni.org/gallery/albums/Twins/DSC01680.jpg
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Children need to move to learn
 Babies and children who do not have LOTS of
repeated opportunities to move are at risk of later
learning problems.
 A large study in the UK (2009) identified that babies who
were behind in motor development at 9 months were at risk
of later learning problems.
 Several research studies show that children with learning
problems at school are greatly assisted in their learning
capabilities by specially designed movement programs (that
are based on movements of babies).
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Moving to learn: babies
Babies need exercises, & movement experiences that
stimulate sensory organs in the brain - visual,
auditory, vestibular (balance), proprioceptive
(movement of joints & muscles).
 These activities are more stimulating if accompanied
by rhythm, songs & dance
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Moving to learn: babies
 Play to utilise inbuilt reflexes
to stimulate movement
patterns of rolling, crawling,
creeping.
 Tummy time for the non-
movers
 Floor time for the
creeper/crawlers
Moving to learn: toddler play
Toddlers require opportunities
to play in ways that repetitively
stimulate:
 motor action,
 motor planning and
 begin to integrate sensory,
motor and thinking skills.
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Moving to learn: toddlers
 Motor skill development is a primary aim of play in this age
group:
Movement that promotes hand-eye coordination, muscle
tone, strength and agility, balance- running, climbing,
creeping, hanging, rolling, tumbling, spinning
Activities that allow a toddler to
gain more control, skill & confidence
- balance activities, jumping
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Moving to learn: toddlers
To fine tune movement, balance
must also be refined:
 Rock, roll, swing, slide, spin,
hang upside down, dance,
bounce, do wheelbarrows.
 These help a child gain
control over our their body
and be able to cope with
gravity, visual demands,
sensory inputs.
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Moving to learn: pre-schoolers
 Pre-schoolers need to engage
in active play activities that
consolidate and refine earlier
skills and
 promote the development of
thinking skills that are
foundational to school
readiness.
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Moving to learn: pre-schoolers
 Cross pattern movements &




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midline cross -over work
3 wheel scooting
Hopping, marching, skipping
Rebounder work
Rhythm sticks
Throwing, catching, batting,
dancing
The importance of movement
 Providing movement
opportunities that enable the
child to explore, develop,
practice and refine skills is
essential for healthy
neurological development.
 Healthy neurological
development underpins later
social, emotional and
academic success.
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SMART START: by Margaret Sasse
 185 fun movement and
sensory activity ideas for
parents of infants & children
to preschool age.
 Help’s parents maximize the
critical periods of brain
development in the early
years.
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A final word
“…if we truly wish to provide our children with an equal
opportunity to maximize their potential, whatever that might
be, it is vital that we do everything we can to enhance their early
development.”
(McCain, Mustard, & Shanker, 2007, p. 13).
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References

Twaddell, P. (2001). If you want to make a difference, intervene: the Australian Kindergarten Screening
Instrument. Australian Journal of Learning Disabilities, 6(4), 26-35.

Sims, Margaret (2008). Applying neurobiological evidence to caring for infants and toddlers. Presented at the
Children’s Communities Connections Conference, UniSA, November 2008. Accessed from:
http://www.salisburyc4c.org.au/resourcedownloads/Applying_Neurobiological_Evidence_to_Caring_for_
Infants_and_Toddlers.pdf

Thelen, E. (2004). The central role of action in typical and atypical development. In: Movement and action in
learning and development: clinical implications for pervasive developmental orders (Ed: I. Stockman), (pp. 49-73).
Amsterdam: Elsevier Academic Press.

Hart, B., Brinkman, S., & Blackmore, S. (2003). How well are we raising our children in the north metropolitan
area? Results of the early development instrument. Perth: Population Health Program: North Metropolitan Health Service.
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