Hear the basic guidelines we have created together over the years:
Discover that where you put the Area can make a big different
Consider simple resources you might need
Reflect on the different roles members of your team might take to support this learning area
Think about the range of learning that happens here - physical, social and emotional. And how wellbeing is enhanced here
Reflect on partnerships with parents
Learn about the value of including a focused Movement Play Area within your indoor learning environment - and hear from practitioners who have years of experience of supporting Areas in their setting.
Take this course to:
Value children's movement play afresh
" Where do I start? The simple way that all the information is relayed, normal everyday language and humour added into the mix. The stories are brilliant. Some are very emotive and gave me goose bumps whilst listening. It should be a part of secondary education alongside Parenting.
Parents need to know this, it gives us a much better understanding of why babies and children do certain things and how we can best support them develop further.”
" Tells us how we feel on the inside. Hungry, thirsty, tired, ill, anxious, happy, sad, confident … it provides the information we need to answer the question ‘How do you feel?’ And to regulate our selves in busy, demanding lives. ”
" We are born with over half a million touch sensors all over our body which provide a constant stream of information that is vital to our survival, our learning and our wellbeing. It's a big job to learn to process all this information in helpful ways . ”
100% of the early years research partners involved in creating the Development Movement Play research project reported that children were involved in more physical activity when they set up an Indoor Movement Play Area.
Joss doesn't find it easy to be in the nursery environment. He wants to play with the other children, but is easily overwhelmed. Before the Movement Play Area was set up, his key worker found ways to take him aside when he couldn't cope . Now he takes himself into the Area repeatedly during the day - when he needs it.
On arrival, he heads straight there and runs and rolls. During the Good Morning circle time he stays there, listening out for his name and calling out his response. He prefers not to get close to all the other children, but is is very engaged in what is happening.
During the day he returns to the Movement Play Area if something upsets him, or if he needs to settle or re-group.
When his mum comes to collect him at the end of the day she often finds him in the Area and goes to join him for a little play before they walk home.
Developmental Movement Play in action
Safe, purposeful and child-led
Introduce a space within your indoor environment dedicated to freeflow, spontaneous movement play that children organise for themselves. Create guidance to keep it safe, purposeful and child-led.
Deepen the learning
Develop your practice to deepen the learning that happens here. Make it the place where the Developmental Movement Play approach is at it’s most effective. Children come here to build sensory and motor skills, explore relationships and show you who they are. And to engage deeply in something they love - moving for the sheer pleasure of it.
Support children to move more
Make it available all the time, and give it equal status with other learning areas. Notice how children move more as a result and how indoor movement is different from outdoor movement.
Develop your pedagogy
When adults think differently, children move differently
Join the course
If you're training individually follow the "Buy Now £42" link. For multiple people to gain access to the course, follow the "Group Bookings" link.
Step 1. Create an account
Step 2. Press play
Head over to the course dashboard and start watching
Step 3. Get going
Take the knowledge and extend your physical development provision
How to take the course
19 short filmed lessons divided into four modules. Downloads to help you plan and create your on area. Interviews with practitioners about their Movement Play areas; and two guest experts who have fascinating things to say about movement and learning.
The lessons take 2 hours 30 to watch straight through. The work you to do identify where to place an area, and then setting it up, will enable you to introduce this new area of learning.
How long can I access the course for?
The course will be live on your dashboard for 3 months
Will I get a CPD certificate?
Yes, you'll receive a certificate of completion when you have finish all modules.
Module 1: Intro
Module 2: The Space
What is a movement play area and what's it for?
How big is it? Where to put it? The resources you need. Guidence for children and guidence for practitioners.
Module 3: Your practice
Three ways to support the area; thinking about team roles; introducing Lana Karasik from the City University of New York talking about adult and child interaction in physical development.
Module 4: Children's Learning
Looking in detail at the learning that happens here - sensory, motor, social and emotional; and the ways it supports wellbeing, parents and partners. And a conversation with Kelly Mahler about the importance of interception (the sense that tells us about things on the inside of our body) and links with movement play. Finishes with a quiz.
Penny has been teaching across the early years sector for thirty-five years. In 1998 she set up the action-research project which led to the creation of Developmental Movement Play and has continued to research and develop the approach ever since.
She is author of Hopping Home Backwards: body intelligence and movement play and a contributor to several early years text books about physical development.