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Supporting, Extending and Enriching Movement
Supporting, extending and enriching movement

We speak of starting with a child ‘where he is’, which in one sense is not to assert an educational desideratum but an inescapable fact; there is no other place the child can start from. There are only other places the educator can start from.

(Bissex 1980: 111)
Selecting Appropriate Learning Phases

In the previous chapter the phases of free and guided exploration, consolidation and extension were selected because they relate comfortably to movement education as a specific area of learning and they can be used flexibly in a variety of movement contexts from the earliest years at home through to lessons at Key Stages 1 and 2. Knowing what each phase represents, parents, family, friends, and early childhood ...

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