About the Authorp. ixPrefacep. xiAcknowledgmentsp. xvCrossing Paths: Foundations of a Collaborative Prevention ModelThe Collaborative Framework: Student, Environment, and Taskp. 4Theory in Context: Educationp. 7Constructivismp. 8Occupational Therapy Theoryp. 10School Readiness and Developmentally Appropriate Practicep. 12The Brain: Lab to Classroomp. 15Dynamic Assessment and Dynamic Performance Analysisp. 16Policy: In the Driver's Seatp. 18Caution: Kids and Stressp. 19Final Thoughtsp. 21Movement, Occupation, and LearningInvestigating the Movement-Learning Linkp. 23Confirmation in Neurosciencep. 26Functional Implicationsp. 30Music and Rhythm: Movement Partners in Learningp. 33Why We Let Them Playp. 34Recess: Is It Still There?p. 36Boys in the Linkp. 37Movement and the Classroom Environmentp. 38Neurobehavioral Disorders and the Movement-Learning Linkp. 42Final Thoughtsp. 47Little Hands in SchoolThe Motor-Sensory Handp. 49In-Hand Manipulationp. 51Which Little Hand?p. 53The Pencil in Handp. 56The Use of Scissorsp. 62The Sensory-Motor Handp. 64When Little Hands Drawp. 67The Nuts and Bolts of Lines and Shapesp. 70When Shapes Come to Lifep. 71The Role of Private Speechp. 72Step-by-Step Drawing and Other Strategiesp. 73Final Thoughtsp. 74When Little Hands WriteThe Reading-Writing Connectionp. 75Shared Linguistic Processes of Reading and Writingp. 77Handwriting in the Writing Processp. 78Handwriting and the Shared Linguistic Processesp. 80Self-Regulation as Defined in the Writing Processp. 81Handwriting and Spelling: Transcription Partnersp. 82Handwriting in the Spelling Taskp. 83Motor Proficiency and Handwritingp. 85Influence of Grasp Style and Hand Preference on Handwritingp. 87Visual-Motor Integrationp. 87The Drawing-Writing Linkp. 89Ready for Instruction: Where Do We Start?p. 92A Word About Cursive and Keyboardingp. 100Planning For Successp. 100Final Thoughts: The Prevention Frame of Mindp. 105Seven Senses In SchoolOrganizational Strategies of the Brainp. 107Movement, Learning, and the Far and Near Sensesp. 110Sensory Processing and the Adaptive Responsep. 112Theory, Terminology, and Confirmation of Sensory Processing Disorderp. 113Assessment of Suspected Sensory Processing Disorderp. 115Patterns of Sensory Processing Disorderp. 115The Sensory Dietp. 130The Paraeducator in the Classroomp. 131Final Thoughtsp. 133Appendix: Common Classroom Modifications for Sensory Modulation Disorder (SMD): Rationale and Effect on Adaptive Responsep. 136The Knowledge-Sharing Team in ActionThe Changing Relationship Between Teachers and Occupational Therapistsp. 144Collaboration at All Levelsp. 144Restructuring the Collaborations of the Education Teamp. 146Student-Environment-Task and the Movement-Learning Linkp. 150"Writing" Without Writingp. 150Assessment and Student-Environment-Taskp. 155Conclusionp. 155Referencesp. 157Study Guidep. 171Indexp. 177Table of Contents provided by Ingram. All Rights Reserved.
Because sensorimotor and environmental factors have a profound effect on children's learning, every teacher should know how to weave strategies from occupational therapy into their everyday instruction. This is the guidebook Kâ"3 teachers need to "think like an OT"&;and form effective partnerships with OTs in their schools&;so all students can achieve their full potential. A clear and reader-friendly guide from an OT with nearly 35 years of classroom experience, Teaching the Moving Child gives elementary educators the solid foundation of knowledge they need to maximize the link between movement and learning meet the needs of students with sensory processing issues by modifying the classroom environment and task demands improve students' writing skills (includes an easy-to-use, five-step process for handwriting instruction) facilitate children's fine motor ability, including using pencils and scissors and drawing lines and shapes optimize learning through strategic use of classroom seating, space, lighting, and visual and auditory stimuli promote imaginative play as essential to every part of the learning process recognize and minimize students' stress, especially during transitions and waiting times decrease restlessness and increase attention through environmental planning strategies collaborate skillfully with OTs to address sensorimotor issues before they become a barrier to learning To help inform their instruction, teachers will find thorough, research-based explanations of the movement-learning link and the effect of sensory processing issues on school performance and outcomes. Plus they'll get a wide range of simple tips and strategies they can use to support their students' motor skills, task engagement, and management of sensory issues. As this eye-opening book puts the wisdom of OTs in their teaching toolbox, educators will expand their perspective on how children learn&;and break down the preventable obstacles to positive academic and social outcomes.