Reasons why moving in a classroom helps learning

Even though we know a lot more these days about how the brain develops and how it functions, many teachers lack useful knowledge about the role of movement in learning. Movement is responsible for developing the brain in the first place (through the primary reflexive movements) and remains central to efficient learning during the early years of growth and schooling. Without knowing how to recognise signs that a child may have signs of neurodevelopmental problems (meaning that the nervous system with all its component parts), we concentrate rather on the psychological problems of the child, or the socio-economic environment.

A far better approach would be to ask the question, does the child have the equipment she needs to succeed at the educational level asked of her and the methods imposed on her?

The answer is related to the fact that there is often a physical basis for learning disabilities. Not physical in the sense of body growth or health – often children’s physical development is good, yet the foundations on which learning is built and made strong are weak. This results in them struggling to succeed at school. Indeed, some do succeed, but they have to put so much extra effort into their learning and performing. This can continue until adulthood. How many of you know of a colleague who is really good at what he or she does, but pays the price through extreme fatigue at the end of every workday?

So the approach of Integrated Learning Therapy (ILT) is to evaluate a child for possible neurodevelopmental delays and other adverse conditions arising from the environment and then helping them. The tools used are largely movement activities.

While this works for children with learning disabilities or learning difficulties, using movement in the course of learning can benefit all children.

Here are three evidence based, very sound reasons why children can thrive in a classroom where the teacher introduces regular periods for a little movement:

Movement helps to increase learner interest, motivation (Vazou et al., 2012), and learning (Braniff, 2011).
Movement improves content knowledge, skills, and test scores in core subjects such as mathematics and reading fluency (Adams-Blair & Oliver, 2011; Erwin, Fedewa, & Ahn, 2013; Browning et al., 2014).
Movement may help children meet the recommendation to complete the recommended 60 minutes of physical activity every day.

Do consider the significance of these research results. It is difficult to introduce movement into crowded classrooms, to avoid children becoming disruptive and finding it difficult afterwards to settle down. The key is to have short, quick ‘movement moments’ as an integral part of the school day from the lowest grades. This teaches the children that these are part of school and they become so used to it that they don’t see it as an opportunity to get out of hand.

In future posts, I’ll be including some ideas for short ‘movement moments’. If you would like to learn more, consider enrolling for our Integrated Learning Therapy (ILT) courses. They are accredited with SACE so will earn you CPTD points while you’re enhancing your knowledge and skills. Read more on www.ilt.co.za or write to us at info@ilt.co.za.

References

Adams-Blair H., Oliver G. (2011). Daily classroom movement: Physical activity integration into the classroom. International Journal of Health, Wellness, & Society, 1 (3), 147–154.

Braniff C. (2011). Perceptions of an active classroom: Exploration of movement and collaboration with fourth grade students. Networks: An On-line Journal for Teacher Research, 13 (1).

Browning C., Edson A.J., Kimani P., Aslan-Tutak F. (2014). Mathematical content knowledge for teaching elementary mathematics: A focus on geometry and measurement. Mathematics Enthusiast, 11 (2), 333–383.

Erwin H., Fedewa A., Ahn S. (2013). Student academic performance outcomes of a classroom physical activity intervention: A pilot study. International Electronic Journal of Elementary Education, 5 (2), 109–124.

Vazou S., Gavrilou P., Mamalaki E., Papanastasiou A., Sioumala N. (2012). Does integrating physical activity in the elementary school classroom influence academic motivation? International Journal of Sport and Exercise Psychology, 10 (4), 251–263.

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Martin Doherty, writing for The Conversation, says that at the age of about four, children reach important milestones in brain development.

One of these is a huge improvement in understanding others’ thoughts and feelings. This is the start of empathy. Another is in spatial thinking—understanding how objects are positioned and related. This is the beginning of the ability to read maps.

Martin and his colleague, Catherine Sayer, conducted a study with 175 two to five-year-olds to explore how children are able to use scale models to figure out where something is in the real world. At about four, children are able to use a scale model of a room to work out where something is. We thought that this might result from children’s understanding of how one thing can represent something else. But we actually found that four-year-olds’ ability to use scale models came from their spatial abilities.

At the same age, children start to understand that someone’s behaviour is due to what that person believes, not necessarily what is really the case. This has interesting consequences.

If you’ve played hide-and-seek with young children, you may have noticed that they aren’t always very good at it. They love the ritual of looking in all the wrong places first, but beforehand they may tell you where they are going to hide, hide in the same place every time, or not be especially hidden.

After their fourth birthday, they get much better at hide and seek. They understand that the seeker looks in the wrong places because they don’t know where the hider is.

At about three to four children also start to tell lies. They realize they can make someone believe something that isn’t true.

Understanding symbols

Martin’s earlier research with fellow psychologist Josef Perner suggests that four-year-olds don’t just start to understand how others’ minds work. Figuring this out is part of the development of an understanding of “representation”—that symbols, like thoughts, words, or pictures, can be used to stand for something else.

Children start to think about how words relate to objects. This means, for instance, knowing that “animal” can refer to something you already have a name for, such as “rabbit”. This might help children learn the new word.

Their ability to use a understand the components of pictures also improves around this age. Very young children use a lot of trial and error to complete a jigsaw, picking up random pieces to see if they fit. By the time they are about four years old, they start to use the picture as a guide, trying to connect lines and match bits of colour, while checking the guide picture on the box lid.

Developmental experiments

Another ability children develop at around four is using scale models. A classic set of developmental experiments involved a model of a regular household room. The real room had typical furniture—sofa, table, cupboard and so on—and the model had miniature versions laid out in the same way.

Children were shown where something was hidden in the model and told to find an object hidden in “the same place” in the room. Children of around four can find the object using the identical layouts. If shown a sticker under a particular chair in the model room, for example, they can go straight to the “same” chair in the other room. This is the fundamental understanding required to read maps.

Adults see scale models and maps as representations. Maps represent a town or a country. A scale model of, say, the Eiffel Tower represents the real thing. At first, Martin suspected children’s ability to use scale models is more evidence of understanding representation at this age.

He was wrong. Instead, the researchers found that this ability is based on a development in children’s spatial abilities that also occurs at about four. This is the ability to think about spaces and where objects are within them. Spatial abilities help with maths skills, and good spatial ability is linked to an interest in science, technology, engineering and mathematics.

Their experiment was simple. They compared the model room task with a test of understanding how representation works. The two abilities develop around the same age, but they found they were not related. Children who could do one task couldn’t necessarily do the other.

They also had a test of purely spatial ability. Children who passed the model room task also passed the spatial task. So it looks like the model room task relied on children‘s spatial thinking.

They don’t yet know why two important but apparently unrelated abilities arise at the same time. Perhaps it’s related to changes in the growing brain at this interesting age.

Provided by The Conversation.

Image supplied by Freepik.