Don't stop the song and dance: an evaluation of Write Dance practices in schools and early years settings

Research report


Strauss, D. and Barrons, N. 2017. Don't stop the song and dance: an evaluation of Write Dance practices in schools and early years settings. Canterbury Canterbury Christ Church University.
AuthorsStrauss, D. and Barrons, N.
TypeResearch report
Abstract

This evaluation explored the significance of physical movement and dance (known as Write Dance) to teach handwriting. The results highlight teacher observation in young children's mark-making, handwriting and the children's willingness to write and draw.

Very young children demonstrated that they have greater enthusiasm and motivation to write and draw when teachers and practitioners plan dynamic, physical (dance) activities. Principally the message is; teachers and practitioners need to understand the importance of teaching gross-motor movements for handwriting. Furthermore, music and dance motivates children to engage with handwriting.

Year2017
PublisherCanterbury Christ Church University
Place of publicationCanterbury
Output statusPublished
Publication dates
Online01 Sep 2017
Publication process dates
Deposited04 Oct 2017
Publisher's version
References

Coates (2004, p.24). Coates, E. (2002) ‘I forgot the sky! Children’s Stories Contained within Their Drawings’ in Lewis, V., Kellet, M., Robinson, C., Fraser, S. and Ding, S. (2004) The Reality of Research with Children and Young People. London: Sage.
Coventry and Warwickshire NHS Partnership Trust (2016) ‘BEAM’ Children and Young People’s Physiotherapy Service in Coventry. Available at https://www.covkidsphysio.co.uk/pages/beam.html (Accessed on 11.08.2016).
Datchuk, S. (2015, p.24) ‘Teaching Handwriting to Elementary Students with Learning Disabilities: A Problem-Solving Approach’,TEACHING Exceptional Children, Vol: 48(1), pp.19-27.
Hume, P. (2015) ‘Teaching fully cursive writing in Reception: a discussion document’ National Handwriting Association. Available at http://www.nha-handwriting.org.uk/NHA/media/Public/Downloads/Fully-c... (Accessed on 03.05.2016).
McCarney et al, (2013, p106) McCarney, D. Peters, L. Jackson, S. Thomas, M. and Kirby, A. (2013) ‘Does Poor Handwriting Conceal Literacy Potential in Primary School Children?’ International Journal of Disability, Development and Education, Vol:60(2), pp.105-118.
Oussoren (2010, pp.17-18) Write Dance (2nd ed) London: Sage.
Peens, A., Pienaar, A. and Nienaber, A. (2008) ‘The effect of different intervention programmes on the self‐concept and motor proficiency of 7‐ to 9‐year‐old children with DCD’, Child Care, Health and Development, 34(3), pp.316-328.
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