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Moving to Learn
Moving to learn

Movement gives young children kinaesthetic feedback. This means that they link movement and learning through their senses.

(Bruce and Meggitt 2002: 66–7)

Notions of moving and thinking and moving and feeling are perhaps less familiar and accessible than links between movement and physical development. The main purpose of this chapter, therefore, is to identify ways in which movement is inextricably linked with cognitive (intellectual) and affective (emotional) functioning by looking at selected activities carried out by children and analysing them with reference to key educational theories. It is based on the premise that movement permeates the complex process of early growth and development, contributing to the physical, cognitive, emotional and social aspects of young lives. Movement belongs to them all and they ...

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