Kinaesthetic Learning in Early Childhood

Cover
Half Title
Title Page
Copyright Page
Dedication
Table of Contents
List of Contributors
Acknowledgements
1 The Importance of Kinaesthetic Learning for Early Childhood
	Introduction
	What Is Kinaesthetic Learning?
	Why a Book On Kinaesthetic Learning in Early Childhood?
	Approaches to Kinaesthetic Learning in Early Childhood Education
	Benefits of Kinaesthetic Learning
	How Early Childhood Teachers Might Embed Kinaesthetic Learning in Their Classroom Practice
	Overview of the Book
	References
2 Kinaesthetic Learning: A Systematic Review in Early Childhood Education Contexts
	Introduction
	Focus of Study
	Methods
		Selection of Articles
		Identification of Articles
		Data Extraction and Synthesis
	Results
		Search Results
		Results of the Thematic Analysis
	Discussion
		Age of Children
		Types of Kinaesthetic Activities
		Developmental Impacts
		Participants
	Conclusion
	References
3 Learning-By-Doing: A Self-Narrative Approach to Children’s Experiential Learning
	Introduction
	Context of Study
		Swedish Early Childhood Education
		Australian Early Childhood Education
	Focus of Study
	Methods
	Results
		Case 1: Australia
		Case 2: Sweden
	Key Messages
	Conclusion
	References
4 Practice-Based Approaches to Kinaesthetic Learning
	Introduction
	Focus of Study
	Methods
	Case Study 1 (3-Year-Old Group): The Image of Me: Identity
		“Some People Have Oval Faces and Some People Have Circles” Child M, 3 Years Old
		“Look It’s a Face!” Child F, 3 Years Old
	Case Study 2 (4-Year-Old Group): How It All Begins – Life Cycles
	Discussion
	Conclusion
	Acknowledgement
	References
5 A Kinaesthetic Approach to Teaching Mathematics Education in the Early Years
	Introduction
	Literature Review
	Theoretical Framework and Instructional Model
	Scaffolding and Mastery Learning
	From Theory to Practice
	Conclusion
	References
6 An Investigation of the Use of Arts-Based Embodied Learning in Early Years Classrooms
	Introduction
	Mind Vs Body
	Embodied Learning
	Arts-based Practice
	An Embodied Arts-Based Divergence
	The Use of Physical Movement Activities as a Break Within Lessons
	Arts-based Activities to Support Learning in Another Subject Area
	Arts-based Embodied Learning Planned to Integrate Arts Forms Within Lessons and Units
	Arts-based Experiences Planned With Student and Family Involvement
	Discussion
	Conclusion
	References
7 The Body as an Instrument of Knowing: Kinaesthetic Learning With and Through the Arts
	Introduction
	Children Entering the World
	Terms About Physical and Tactile Experiences
	Is Kinaesthetic Learning a Learning Style?
	Bodily-kinaesthetic Intelligence and Multiple Intelligences
	An Epistemology of Kinaesthetic Learning
		The Dualism of Mind Versus Body
		Merleau-Ponty: a Mind-Body Philosophy
	Children Entering Formal Learning Settings
	Connecting Kinaesthetic, Embodied and Somatic Knowing
	The Arts and Kinaesthetic Learning
		Arts Immersion
		Arts Literacy From Inclusive Kinaesthetic Learning
	Final Implications
		Challenging Established Teaching Practices
		Kinaesthetic Learning Manifested in Arts Subjects
	Conclusion
	References
8 Digital Technologies and Kinaesthetic Learning for Early Years Boys
	Introduction
	The Importance of Learning and Teaching Multimodal Text Communication
	Context of the Study
	Research Design
	Aligning With Curriculum Expectations
	The Process
	Phase A
	Phase B
	Phase C
	Phase D
	Conclusion
	References
9 Building a Bridge: LEGO as a Kinaesthetic Tool to Facilitate Play-Based Learning in Early Childhood and Beyond
	Introduction
	Building the Foundations
		Learning Through Play?
		Is the Inclusion of Play in School Settings in Crisis?
		The Importance of Kinaesthetic Experiences in Early Childhood
		LEGO in Education
		Laying the Conceptual Structure of Kinaesthetic Learning
		Experience
		Design
		Outcomes
		Facilitation
		Observation
	Play and a Kinaesthetic Approach to Learning: Bridging the Gap Between Educational Contexts
	Conclusions and Implications for Practice
	References
10 Embodied Scaffolding and Kinaesthetic Learning in Finnish Early Childhood Education
	Introduction
	The Playful Approach in Finnish ECEC
	Conceptualising Kinaesthetic Learning Through Active and Embodied Experiences
	Data and Methods
		Systematic Content Analysis of Textual Data
		Case Study (Observation Data)
	Findings
		Finnish Curricula
		Case Number Gym
	Discussion
	References
11 Concluding Comments
	Introduction
	Reflections On Current Understandings of Kinaesthetic Learning
	Future Research and Directions for Kinaesthetic Learning
Index