Art and Creativity in
the Curricular Areas:
Creative Movement
Lisa Rufalo, Jamie Russell, Ivy Swearingen
Importance of Creative Movement
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Reflects the mood/state the child is in
Valuable at any age
Motor development influences all aspects of development
Offers rich opportunities for development of the child’s total
self
Children are free to express their own personalities in their
own styles
Relaxation and freedom in the use of the body
Experience in expressing space, time, and weight
Increased awareness of the world
Experience in creatively expressing feelings and ideas
Improvement of coordination and rhythmic interpretation
Mayesky, 2006, p.318
Motor Skill Development: Infants
• Birth-1 Month
▫ Lifts head slightly
▫ Turns head from side to side
▫ Follows objects with eyes
• 1-3 Months
▫ Raises head and chest
▫ Supports upper body with arms
▫ Stretches legs out and kicks
▫ Open and shuts hands
▫ Pushes down on legs when placed
on a hard surface
▫ Brings hands to mouth
▫ Grasps and shakes toys with hands
• 4-7 Months
▫ Rolls from back to belly and belly to
back
▫ Sits with and then without support
of hands
▫ Supports whole weight on legs with
assistance
▫ Reaches with one hand
▫ Transfers objects from hand to hand
• 8-12 Months
▫ Leans over steadily
▫ Can sit up without assistance
▫ Crawls on belly and then on hands
and knees
▫ Stands momentarily and then walks
2-3 steps
▫ Can manipulate smaller objects with
hands
Ames, 1979, p. 14-16, & Shelov, 2005, p.180-237
Motor Skill Development : Toddlers
1 year olds
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2 year olds
Kneels and Crawls
Can walk independently
Walks short distances at a fast pace
Climbs into child sized furniture
Can move and dance from side to
side
Jumps and Climbs
Can string large beads
Creeps up stairs
Can do simple art activities (Finger
painting and Scribbling)
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Stands on one foot
Dressing and undressing
Builds towers up to 6 blocks high
Runs
Kicks a ball
Can pull toys behind them when
walking
Can carry bulky items while walking
Tip toes
Walks up and down stairs with
support
Uses one hand over the other (Right
or left hand preference, or
ambidextrousness)
Can turn knobs and pages of a book
Bailey and Burton, 1982, p. 28, & Yorke, 2004, p. 116-117
Motor Skill Development : Preschoolers
3 year olds
4 year olds
 Runs around corners and things in
their path
 Kicks a ball
 Throws a ball 10 ft.
 Balances on one foot (1 – 5 seconds)
 Walks up stairs alternating feet
 Balances and walks on 5” wide board
 Catches a big ball bounced from 3
feet away
 Hops on one foot
 Walks heel to toe
 Begins to do a forward somersault
 Begins to pump on a swing
 Walks a short distance on tiptoes
 Climbs up and down small slide by
self
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Walks a straight line
Hops on one foot (at least 5 times)
Pedals and steers tricycle skillfully
Jumps over objects 5-6” high
Runs, jumps, hops, and skips around
obstacles w/ease
Catches, bounces and throws ball
easily
Can do a forward somersault
Jumps over knee high obstacles
(older 4 yr. old)
Stands on one foot for 10 seconds
Walks on balance beam
Jumps backward
Walks downstairs alternating feet
Cryer, 1996, p.52-68, & Cryer, 1996, p. 36-44
Creative Movement in the Curriculum
▫ Poetry and Stories
 Acting out Stories
 Rhythm of Poetry
▫ Dramatic Play
 Dolls
 Puppets
▫ Music
 CD’s and Tapes
 Children can chose to
copy another child, or
create their own moves
 Musical Instruments
 Mirror Dancing
 Dancing with a partners
▫ Art
 Dancing a Painting or
Painting a Dance
 Sound Collages
Mayesky, 2006, p. 318-325
Activities and Materials: Infants
• Birth- 1 Month
▫ Following objects with eyes
• 1- 3 Months
▫ Belly and back play, Rolling
from side to side
• 4- 6 Months
▫ Reaching activities,, Propping
arms and legs into crawling
position, Side lying and rolling
activities, Foot play, Pre-sitting
activities, Mirror play
• 7- 10 Months
▫ Pivoting, Crawling, Bear
walking, Sitting activities.
Leaning activities, Balancing
• 10- 12 Months
▫ Kneeling, Standing, Squatting
▫ Noisy, colorful, light up toys
▫ Noisy, colorful, light up toys
▫ Caregivers support, Mirrors,
Boppy pillow
▫ Boppy pillow, Balls,
Balancing/support bar, Climber
▫ Push toys, Walkers,
Excersaucers, Jumpers, Activity
tables
Yorke, 2004, p 37-90
Activities and Materials: Toddlers
• Fast walking and running
• Jumping
• Painting with finger
paints
• Playdoh
• Scribble with crayons,
markers, etc.
• Climbing on soft
equipment and furniture
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Hide and Seek
Dancing with partners
Catching bubbles
Throwing, kicking, and
rolling balls
Nature walks
Push and pull toys
Bench sitting
Coloring pages
Yorke, 2004, p. 116-117
Activities and Materials: Preschoolers
• Large muscle/gross motor play indoors and outdoors to include: balls,
parachute play, sand/water play and obstacle courses
• Opportunities for creative play on play yard equipment such as a jungle
gym which can easily become a rocket ship, jungle safari, etc.
• Follow the leader, Simon Says and simple small group games like Duck,
Duck Goose which encourage listening, large muscle movement and
cooperation
• Creative Storytelling and Dance using entire bodies to act like falling
leaves, recreate a story or use their bodies to simulate different cultural
dances
• Scarves, streamers, bubbles and other creative medium to allow children to
express themselves physically
• Tricycles and small riding toys
• Balance beams, tumbling mats, tunnels, and other gymnastic type
equipment
• Swings and slides (indoor and outdoor if permitted)
• Large painting opportunities using murals, easels, etc. where full body
movement is allowed in creating the artwork
Cryer, 1996, p.52-68, and Cryer, 1996, p. 36-44
The Teacher’s Role: General Suggestions
• Keep in mind the characteristics of each age group
• Encourage children to experience freedom of movement in their own
• Teach children to respect and appreciate each others differences in style and
movement
• Use child oriented materials (i.e. Music selection)
• Make sure there is enough space provided for movement activities way
• Follow large motor activities with quiet activities
• Be animated and energetic during movement activities
• Integrate movement activities into the daily schedule
• Base your expectations on the children’s developmental levels
• Gradually build children’s strength and endurance
• Encourage parents to send children to school in attire appropriate for
movement
• Support motor development through the stages by assisting children with
difficult tasks
Mayesky, 2006, p. 318, 321, and 326
Special Needs: Developmental Delays
• Use exercise videos with a developmentally delayed
child
• Encourage children to participate in activities for
gradually longer periods of time
• Demonstrate the activity first
• Familiarize yourself with the motor development
sequence
Mayesky, 2006, p. 326
Special Needs: Physical Impairment
• Assist children, but encourage them to move
independently
• Allow children shorter duration of motor activities
• If the child is having trouble participating, give them
a the role of the “time keeper”, but also encourage
them to do what they can
Mayesky, 2006, p. 326
Special Needs: ADD/ADHD
• Teach children how to act during movement activities
• Give praise for following directions
• Define the child’s personal space during movement
activities
• Structure activities to eliminate waiting
• Keep activities short to keep the child’s attention and
avoid over stimulation
• Give clear directions if you are not going to offer the
child a choice
Mayesky, 2006, p. 326-327
Special Needs: Visual Impairments
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Describe everything in detail
Use the child’s name to get their attention
Allow children to explore equipment before the use it
Assist the child through movement activities by
telling them what will happen next
Mayesky. 2006, p. 327
References
• Ames, L. B., Gillespie, B. S., Haines, J., and Ilg, F. L. (1979). The Gessell
Institute’s Child from One to Six, (14-16). New York: Harper and Row
Publishers
• Bailey, R. A., and Burton, E. C. (1982). The Dynamic Infant, (28). New
York: Toys ‘n Things Press
• Cryer, D, Harris, T. and Richardson Ray, A. (1996). Active Learning for
Fours, (52-68). New Jersey: Dale Seymour Publications, Inc.
• Cryer, D, Harris, T. and Richardson Ray, A. (1996). Active Learning for
Threes, (36-44). New Jersey: Dale Seymour Publications, Inc.
• Mayesky, M. (2006). Creative Movement. Creative Activities for Young
Children 8th Edition, (318-334). New York: Thomson Delmar Learning
• Shelov, S. P. (2005). Caring for Your Baby and Young Child 4th Edition,
(180-237). Bantam Books
• Yorke, L. L. (2004). Why Motor Skills Matter, (37-90). New York:
Contemporary Books