ABSTRACT
In Chapter 2, Simon explained his frustration at not being able to do the things he wanted to do.These were movement things, such as riding a bike or spreading toast at snack time. His skinned knees also bore evidence to the fact that he suffered many falls, showing that his balance and spatial awareness were poor. How important were his difficulties for Simon’s future development? The answer must be, critically important, because movement underlies all learning. Anyone who doubts this might like to ponder the question ‘How do you know children have learned if they don’t move?’. After all, the first assessments children have are of their movement milestones, such as when they sit unsupported, if and when they crawl, when they walk, when they say their first words. The results are telling more than the timing of the acquisition of the basic movements patterns; they are indicating whether maturation is happening as it should and whether learning is happening apace. If doubts still persist about the value of being able to move effectively in different environments, then listing some nursery activities (Table 6.1) will show the part movement plays in early learning and perhaps convince doubters about its importance. Pointers for assessment are bracketed.
