| Description |
1 online resource (181 p.) |
| Contents |
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 |
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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 |
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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 |
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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 |
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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 |
| Notes |
Description based upon print version of record |
|
Merleau-Ponty: a Mind-Body Philosophy |
| Subject |
Active learning.
|
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Early childhood education -- Activity programs.
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Active learning
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Early childhood education -- Activity programs
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| Form |
Electronic book
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| Author |
Garvis, Susanne
|
| ISBN |
9781000898637 |
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1000898636 |
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