Don't stop the song and dance: an evaluation of Write Dance practices in schools and early years settings
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.
|Authors||Strauss, D. and Barrons, N.|
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.
|Publisher||Canterbury Christ Church University|
|Place of publication||Canterbury|
|Online||01 Sep 2017|
|Publication process dates|
|Deposited||04 Oct 2017|
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.
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