JABADAO Babies, children and families

Young children dance - and embody - their lives as an entirely natural part of their experience. Quite soon in their young lives, however, this stops - guided by a culture that does under-values the intrinsic importance of 'things of the body' as opposed to 'things of the intellect'.

JABADAO explains why it is important to retain this vital human quality and creates projects to make embodied learning and living - dancing our days - part of the ordinary early education agenda.

Babies

Babies are born knowing what physical experiences they need (just like other small mammals), and are programmed to get it. We adults need to make sure we don't get in the way too much, as busy lives make demands.

 

On their backs and tummies, and as they are held, they build foundations for future physical comfort, srength and agility. At the same time, early movement helps the brain (which is just another part of the body) to develop strength and agility. 

A Playful World
Catherine, one of of the JABADAO team, had a baby in March 2014. Here she tracks Ruby's movement play from week one, noticing how she plays and the kinds of movement she is absorbed in as she gets to know her body and the world around.

Two-year-olds

Two-year olds are nothing less than physically magnificent. If things have gone well so far they are super-eager to experiment with their incredible, new physical skills as upright runners, walkers and physical experimenters. It takes all our adult energy and ingenuity to enable them to be as magnificent as they need to be. 

 

At the same time, we must be careful not to rush children on.  Most will still need to engage in early movement.  Floorplay is hugely important - tables and chairs can wait. 

Three and four-year-olds

Most three and four-year-olds, although often seemingly very physically proficient, still need to spend time engaged in sensory physical play of the sort that underpins their developing sense of body (and co-ordination) and their stability in an unpredictable world (balance and stability).

 

Although some will be increasingly interested in acquiring physical skills, (throwing, catching, zips and buttons) it is vital to ensure they have lots of whole body spontaneous physical play of their own devising.  We adults can so easily get in the way by valuing skilled-based movement more than the full-bodied, whole-hearted movement play.

Off to school

When children go to school they have to get to grips with lots of new expectations and demands. Whilst some thrive on this, many may have to sit still for longer than their body can manage. Sometimes the opportunities to be physical are highly organised, not the self-directed movement experiences that the brain and nervous system often still crave.

 

We work with teachers and learning support staff to create well-organised oportunities for purposeful movement play within the school culture; and to explore the notion of readiness for school in physical terms.

 

We work with parents to suggest ways of helping children get what they need at home.

The Tig is a stunning touring space created especially for the full-bodied, whole-hearted movement play that children love.  We bring you The Tig, six players and the crew to set it up and look after it. We tour in five-day blocks - for festivals, single settings or a group of settings from one locality.
 
For more information:  info@jabadao.org
 
 
"I've learnt more about child-led play in that forty minutes than in thirty years of being an early years consultant"
 
 
Children's Centres, nurseries, playgroups and childminders
The JABADAO approach can be used to create a sea change in the way you support Physical Development -  a prime area of the EYFS. Increase the amount of physical activity your children are involved in.  Support readiness for school initiatives, reading and writing. Support boys' development and learning in physical ways. 
 
 
All courses are bespoke - to precisely meet the aims of the organisations who book them. They are based on  Developmental Movement Play (DMP), the approach we created between 1998 and 2009 in an action-research project involving 82 early years practitioners. DMP is child-led, play-based and grounded in developmental movement theory and practice.

Chelsea Open Air Nursery 2012

Essex Workforce Development course

early years settings

Courses:

.

  • are for nursery workers, children's centre and  family liaison staff, childminders and playgroup leaders  who work with children 0-6, in a setting, on a daily basis

 

  • run in partnership with a single setting, group of settings or local network. (We don't offer public courses for individuals at the moment)

 

  • are bespoke: we adjust the length and content once we know what you are trying to achieve

 

  • make links with the EYFS and Sure Start in England; and the Foundation Phase and Flying Start in Wales

 

  • are usually for a mximum of 22 participants

 

  • we offer one-day introductory courses to generate interest; and two-day/three-day/longer courses to create sustained development and changes in practice. We are happy to add a keynote presentation (twilight) for as many staff as you would like to attend

 

We don't currently train trainers, consultants or freelance arts workers.

 

Course for Spurgeons

schools

Courses:

.

  • are for Reception and KS1 teachers, SENCOs, learning support staff, play supervisors and governors 

 

  • run in partnership with a single school, group of settings or local network. (We don't offer public courses for individuals at the moment)

 

  • are bespoke: we adjust the length and content once we know what you are trying to achieve

 

  • make links with the EYFS and Key Stage 1 curriculums

 

  • are usually for a maximum of 22 participants

 

  • we offer one-day introductory courses to generate interest; and two-day/three-day/longer courses to create sustained development and changes in practice. We are happy to add a keynote presentation (twilight) for as many staff as you would like to attend

 

 

We don't currently train trainers, advisors or freelance arts-in-education workers.

 

Seeing it in action. Add modelling onto training

The best way to cement new learning is to see it in action, modelled by experienced practitioners. We have years of experience of setting up new opportunities for physical play (alongside all the other learning areas you must have covered). We can add modelling on to any training for course participants to watch, and question.

Lots of resources to support child-led, play based physical activities.  

 

Kits for nurseries, Children's Centres, playgroups  and childminders

JABADAO Shop: scarves to support movement play, physical development and dance and dementia
JABADAO Jazzy Elastic: to support movement play, physical development, circle time and dance and dementia
JABADAO Shop: Mini top for physical development and movement play in early years
JABADAO Shop: soft and body-friendly Body Balls - the best for movement play and physical development in the early years
JABADAO Shop: fleecy beanbags for movement play and physical development in the early years; and care homes
JABADAO Shop: Lycra Length for movement play and physica development in early years settings
JABADAO Shop: beautiful Ribbon Sticks for physical development and dance activities

Scarves

Elastic rings

Spinners

Soft body balls

Fleecy beanbags

Lycras

Ribbon sticks

Idea

Establish a Movement Play Area

In 2002 JABADAO pioneered a simple, but radical idea - to create indoor movement play areas alongside all the other areas of provision in an early years setting. Many settings across the UK have now done this and our research shows that children are involved in substantially more physical activity every day - with many benefits for learning and health:

  • improved early mark-making/writing

  • language development

  • physical development

  • social confidence  

  • the biggest theme of all - independent learning across all areas of the curriculum.

 

Children learn in their bodies - in sensation and movement. We believe there is strong evidence to suggest there should be a high quality, well-managed movement play area in every setting.

 

We run courses that show you how to set this up safely, with clear purpose - and when space is at a premium.  

 

We also offer kits and resources to create the area if you need anything extra.

Ideas