Abstract:
Unique in Canada, is a university based movement program offered to children
aged 1-12 which is diverse and inclusive in its design to foster healthy physical,
cognitive, affective and social development. The purpose of this study is to investigate
how children's involvement in a weekly movement education program influences their
social development. The primary-aged children involved in this research are participants
in the university based Saturday morning program, The Children's Movement Program
(CMP), in which creative dance, educational gymnastics and developmental games are
employed to enhance optimal development. The 15 participants were systematically
observed for 8 weeks as they naturally engaged in the program's activities. Interviews
were conducted with both children and their caregivers throughout the duration of the
program. Particular attention was paid to the perceptions of caregivers regarding the
advantages of a program based upon principles of movement education. Results indicate
that participation in the program increases children's opportunity to interact socially and
address ways in which program content, pedagogy and context encourage social
development. A figure was developed with these components to assist teachers in
creating inclusive and meaningful movement experiences. 'Content' is referred to as the
material to be learned or the desired outcome for the learner. 'Pedagogy' refers to the
process in which the student will engage and 'Context' refers to the environment in
which the experience occurs (eg. skating rink with playground balls). It is recommended
that each is thoroughly addressed individually for its potential in lesson design.
