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* How can children achieve their entitlement to gain physical literacy and to become physically educated?
* How can parents and teachers ensure that children's movement development and movement education are of the highest quality?
* What are the most appropriate contexts for facilitating children's physicality?
The book describes children's physical and movement development and analyses progression in motor skills from elementary to mature stages, from infancy through to the end of the primary school years.
Language development stemming from motor development and the contribution of language as a tool in the achievement of movement competence is discussed, as is the contribution of movement to children's play and creative activity.
The author addresses children's entitlement to become physically educated, both through the raising of standards in the Physical Education curriculum and through the heightening of expectations in children's knowledge, understanding, participation and performance in physical activity and the development of a healthy and active lifestyle.
List of contents
Acknowledgements
Introduction
Physical and motor development
Play
Language, creativity and physical literacy
Movement observation and assessment
Becoming physically educated
Physical Literacy, active learning, active teaching
References
Index.
About the author
Patricia Maude has taught Physical Education in Primary, Secondary and Middle Schools and in the Advisory Service. She currently works in Teacher Training at Homerton College, Cambridge. As senior coach of Homerton Gymnastics Club for 25 years she is eminently experienced in children's movement development and physical literacy.
Summary
Addresses children's entitlement to become physically educated, both through the raising of standards in the Physical Education curriculum and through the heightening of expectations in children's knowledge, understanding, participation and performance in physical activity and the development of a healthy and active lifestyle.
