A guide to Move and Mark

Contents

Move and Mark Symbol .......................................................................................................................... 1

Move and Mark Rationale ....................................................................................................................... 1

The Theory ............................................................................................................................................... 1

The Journey of ‘Writing’ .......................................................................................................................... 3

The Theory of Move and Mark ................................................................................................................ 3

Move and Mark at Kingfisher ................................................................................................................ 13

Move and Mark as an approach across the 3 flightpaths ..................................................................... 14

Flight path 1/Runways 1-7 - Developing gross and fine motor skills ................................................ 14

Flightpath 2/Runways 8 & 9 - Beginning to write ............................................................................. 14

Flightpath 3/Runways 10-15 - Writing .............................................................................................. 14

Move and Mark sessions - Where and How? ........................................................................................ 17

How to make marks............................................................................................................................... 17

Ideas for equipment and media ........................................................................................................ 18

Patterns and Language used in ‘Move and Mark’ ............................................................................. 19

Planning and developing a Move and Mark session ............................................................................. 20

How a Move and Mark session may look .............................................................................................. 21

Move and Mark - A Case Study with the Chaffinches (Runways 1-7) ................................................... 24

Doh Disco ............................................................................................................................................... 27

Additional Links ..................................................................................................................................... 28

SMSC - Spiritual Development .......................................................................................................... 28

SMSC - Moral Development .............................................................................................................. 28

SMSC - Social Development .............................................................................................................. 28

SMSC - Cultural Development ........................................................................................................... 28

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Move and Mark Symbol

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Move and Mark Rationale Move and Mark is a movement based, multi-sensory approach to develop pre-writing, writing and gross and fine motor skills. It uses upbeat music to motivate children to move their whole bodies, hands and fingers whilst developing the fundamental skills needed for writing. A developing child needs movement so that the brain can gain control over its body with Move and Mark integrating the act of ‘writing’ as a whole body experience. The movement promotes and improves physical coordination and rhythm. It is a kinaesthetic approach that supports the sensory processing needs of many of the children at Kingfisher.

It has been developed as an approach at Kingfisher through adapting the theory and ideas of ‘Write dance’ and ‘Squiggle Whilst you Wiggle.’ Both tried and tested approaches that use music and dance to motivate and develop the skills needed for writing.

‘Write dance’ was developed by Ragnhild Oussoren-Norwegian/Swedish graphologist who found that children can only develop handwriting when they have developed gross motor first. Diana Strauss and Nicola Barrons began delivering training in ‘Write dance’ across the UK in early years settings since 1988.

‘Squiggle Whilst you Wiggle’ was developed by Shonette Bason as a kinaesthetic approach to stimulate early writing.

At Kingfisher, Move and Mark is an approach that can be accessed by all children, however it may look very different from class to class and across runways depending on the needs and interests of the children.

The Theory

Brain Development Human brains develop in an extremely organised way. We call this ‘sequential neurodevelopment’. A baby’s brain grows in a sequence, starting from the most basic areas first and working its way up to the more complicated areas. Think about it like building a tower from building blocks, where you need to lay each block in order 1…2…3…4! You can’t forget to lay block two and expect to be able to build block three! As a brain grows in sequence, the baby needs to develop healthy functioning in each area before it can move on and focus on building the next area.

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We can group these brain areas and their typical development into four broad categories.

The brainstem: Develops from birth to 9 months The most basic building block in the brain. This area regulates a child’s level of arousal and keeps the body functioning. For example, it allows your baby to control things like temperature, heart rate and blood pressure. It also regulates sleep and fear states.

Examples of appropriate activities: Sensory play, Massage, Peek-a-boo, Intensive Interaction, Tactile play (Sensory toys), Taste play

The midbrain (diencephalon cerebellum): (Develops from 6 months to 2 years) This area of the brain regulates motor skills (movement). It helps to develop both fine motor skills and gross motor skills. It also allows integration of complex sensory input.

Examples of appropriate activities: Gross motor play, Fine motor play, Music play

The limbic area: (Develops from 1 year to 4 years) This area of the brain is all about emotions. As this area of the brain develops a child can gain skills in emotional reactions, tolerance, empathy, and affiliation (belonging). They also start to understand more about social relationships as they grow this brain area.

Examples of appropriate activities: Team play, Taking turns and sharing games, Win/lose play.

Neocortex/The cortical area: (Develops from 3 years to 6 years) This is the most complex area of the brain. It controls a child’s concrete and abstract thought. As this area develops a child gains skills such as creativity, complex use of language, morality and respect.

Examples of appropriate activities: Language play, Arts, Games, Mathematical concepts, Humour play,

Because the brain needs to work on growing each section in order, we need to make sure that we are not asking our children to complete tasks that their brain is not yet set up to do! In relation to developing writing in children, consideration needs to be given as to what stage of brain development the child is at before moving on to the abstract skill of letter formation.

The human brain, divided into its four interconnected areas. Image courtesy of Bruce D. Perry, M.D., PhD.

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The Journey of ‘Writing’ The journey of ‘mark-making’ or ‘writing’ begins not when a child is chronologically 4 or 5 years old but the early writing process starts on conception of the child. During the first 8 weeks from conception the neural plate is formed, it then develops a neural groove, a neural crest cells form and the neural groove deepens to form a neural-fold. Basically from the start of the embryos life the brain is forming and it is from the brains connection to the body that hand eye co-ordination and fine muscle control are formed. If a child’s brain and body are not married in co-ordination and balance then writing is going to be something they find extremely difficult.

Pen and pencil lines move across the page to create rounded shapes, circles, straight lines and angles, in other words, alphabet letters and numerals. Children learn fine-motor movements from physical experiences of gross-motor and complex fine-motor skills. Handwriting: is whole body co-ordination, integration of sensory-motor skills, cross lateral fluency, flexibility of movement and physical stamina. Therefore, children need to practise gross motor movements when they use and refine similar fine-motor movements to control pencils/pens, and maintain a good posture when learning to write letters. During research by ‘Write dance’ evidence supported the view that if children are not given opportunities for automatic (i.e. muscle-memory) writing movements, then there is likely to be, “a detrimental effect on the quality of their text composition” because children expend more mental energy and cognitive attention on merely forming letters.

The Theory of Move and Mark

Why Move? Movement is a fundamental way in which children learn. Research has shown time and again that children need opportunities to move in class. Memory and movement are linked, and the body is a tool of learning. The first evidence of a linkage between mind and body was scattered in various proposals over the past century (Schmahmann, 1997). Today, the evidence has become a groundswell, and most neuroscientists agree that movement and cognition are powerfully connected. Emily Cross, a professor in the School of Psychology at the United Kingdom’s Bangor University, explains the impact of movement on memory and learning. New neuroscience research, shows that active learning—“where the learner is doing, moving, acting, and interacting”—can change the way the brain works and can accelerate kids’ learning process. Neuroscientist Carla Hannaford, author of Smart Moves: Why Learning Is Not All in Your Head, explains that beginning in infancy, physical movement plays a vital role in the creation of the nerve cell networks that are at the core of learning. Much of young children’s learning is physical and tactile, it involves much moving around: jumping, twirling, hiding, rolling; children move most of the time. And this movement supports the development of their minds as well as their bodies.

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Schemas - the stepping stone to Writing

"A schema is a pattern that a child loves to repeat in their play" (Harper, 2008).

The concept of schemas in early childhood originated from psychologist Jean Piaget who theorised that schemas are cognitive frameworks or concepts that help people organize and interpret information. Piaget discovered that working with schemas helps us build learning around children's understanding of their world, effectively scaffolding upon previous learning to expand children's concepts and ideas. While there is some complex theory behind the idea of schemas and how to use them in early childhood, modern educators are including this important observation technique further into their practice, to really identify where children's learning interests lie and provide better opportunities to engage and enhance children's learning. To observe a child’s schema in general;

- schema's repeat;

- children seem fascinated, engaged and passionate about learning;

- children appear in their 'zone' or 'flow' when using their schema.

What types of schema are there?

There are many different type schema:

Trajectory - creating lines in space by climbing up and jumping down. Dropping items from up high.

Positioning - lining items up and putting them in groups.

Enveloping - covering themselves or objects completely. Wrapping items up or placing them in containers.

Rotating - enjoys spinning items round and round. Likes to run around in circles or being swung round.

Enclosing - adding boundaries to play areas e.g. fences around animals. Adding borders to pictures.

Transporting - carrying or moving items from one place to another; carrying items in containers or bags.

Connecting - setting out and dismantling tracks, constructing, joining items together with tape or glue.

Transforming - exploring the changing states of materials, transforming them from a solid to liquid state and back again.

Orienteering – an interest in positioning themselves or objects in different places or positions e.g. upside down or on their side.

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From birth children have particular patterns of behaviour – like sucking and grasping schemas in babies – and as children grow these schemas increase in number and complexity. By going through these schemas, young children are equipping themselves with the knowledge and skills that lay the foundations for almost everything we do in later life, from writing to driving a car.

They are the building blocks for the brain, repeated behaviour that in turn forge connections in the brain, patterns of unfolding, learning and growth.

By watching closely and noticing the patterns of child’s play, you can give them other activities and toys that match that schema, which will hold their interest as well as helping them with the stage of development that they are currently working through.

Knowing that a child is interested in ‘enclosing’ (putting things inside things) could give you other ideas for their play that fit this interest: playing in tents, sorting a set of Russian Dolls, making food that has something inside (such as pies, sandwiches), or hiding in large boxes.

Children going through ‘rotating’ schemas may like to be spun round and round on a roundabout in the park or playground. They enjoy spinning their bodies around, they are fascinated with large wheels on big trucks, they seek out objects that are circular or have wheels. They might also make circular marks in their paintings or enjoy rolling out pastry or playdough.

You might notice a child becoming particularly keen on using the climbing frame, drawing vertical marks, building tall towers with bricks, looking up at aeroplanes and birds, jumping or enjoying being high up.

Several schemas (vertical, enclosure, going over, under and through) involve children in making movements, and later marks, that include all the marks needed to eventually write conventionally recognised letter shapes.

So the early development of schemas through children’s physical movement provides an essential underpinning for eventually beginning to write.

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Why Music? Music Activates Both Hemispheres of the brain. Children develop systematically along five domains: speech/language, fine motor, gross motor, cognition and social skills. Not only is music a success oriented and engaging means of addressing these skill areas, music drives neuroplasticity by pairing non-musical skills with music. This engages multiple systems of the brain in synchrony and fosters communication between both hemispheres.

Why Mark? Mark Making is crucial for children’s development. As adults, writing comes easily and without much thought, for children however, writing is a whole new skill requiring time, practice and encouragement. The skill of writing begins with mark making. It is easy to dismiss the different lines and circles children create on paper as mere ‘scribbles’, but actually, children are mark making, the first step towards writing.

‘Mark-making is a stepping stone to Writing’

As well as enabling a child to learn to write, making marks can benefit a child physically, and also help to develop their imagination and creative skills. Mark making opens the door for children to express themselves in a completely new way, offering them the opportunity to express their feelings and thoughts without relying solely upon verbal communication. Children may use mark making as a way of sharing their thoughts and feelings with adults around them, telling stories as they draw or sharing their completed picture with others offering an insight into what it represents. Practitioners can have a new insight into a child’s thoughts or feelings through the marks they produce.

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Pre-writing skills Holding a pen and controlling it with such precision takes a lot of skill and involves hand-eye co-ordination and muscle control in our hands and fingers There are a number of considerations to consider before expecting a child to hold a pen and ‘write.’ Activities to support the development of these areas must be planned and provided for children BEFORE formal writing can be achieved.

• Gross motor skill development - Jumping, walking, crawling • Fine motor skills (See table overleaf) • Sensory considerations- Sensory profiles • Visual perception skills

These fundamental skills need to be developed before a child even picks up pencil.

Pre-writing skills Why this is important Activities to develop the skill Hand and Finger strength

When the large and small muscles of the forearm and hand are slow to develop, weakness and incoordination may result. The large muscles of the forearm may overcompensate for weak inner hand muscles. As a result, the child will find ways to hold, pinch and grip small objects in awkward ways. As examples, the child may have difficulty: e.g. holding and using feeding utensils effectively; fastening closures (zippers, snaps, buttons) on garments easily.

Move and Mark Doh Disco DMP Picking up small items e.g. cheerios Fastening closures Using scissors Interlocking construction toys Water play with spray bottles, squirt toys, sponges Tongs, tweezers: use these to pick up small objects Dress up dolls: requires a surprising amount of hand strength and endurance

Thumb Opposition

This refers to the ability to turn and rotate the thumb so that it can touch each fingertip of the same hand. This allows us to grasp objects of various sizes and operate tools. An important aspect of having a rotating thumb is that it is able to form a "web space" between it and the index finger when both tips touch and form a circle. Think of the A-ok sign. An open web space is important for holding writing and

Move and Mark Doh Disco Squeezing activities-Water and large sponges Crumpling tissue paper Squeeze bottles

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Pre-writing skills Why this is important Activities to develop the skill drawing tools correctly. When the space is open and the writing tool is held with the thumb tip and fingertips, this allow for greater precision and control. Written work and drawings are more accurate.

Visual Perception

Visual perception is the ability to receive, interpret and organise information from an external source into useable information. Sight, smell, touch, taste, hearing and proprioception all contribute and give us vital information about the world around us. Visual reception is not related to eyesight but is the ability to understand what we see. The Building blocks of visual perception Sensory Processing: Accurate registration, interpretation and response to sensory stimulation in the environment and the child’s own body. Visual Attention: The ability to focus on important visual information and filter out unimportant background information. Visual Discrimination: The ability to determine differences or similarities in objects based on size, colour, shape, etc. Visual Memory: The ability to recall visual traits of a form or object. Visual Spatial Relation Ships: Understanding the relationships of objects within the environment. Visual Sequential-Memory: The ability to recall a sequence of objects in the correct order. Visual Figure Ground: The ability to locate something in a busy background. Visual Form Constancy: The ability to know that a form or shape is the same, even if it has been made smaller/larger or has been turned around. Visual Closure: The ability to recognise a form or object when part of the picture is missing.

Tracking activities Move and Mark-Copying movement patterns Doh Disco Find a named friend-Use photos Shape sorters Sorting activities Play ‘Kim’s game’ Matching objects to pictures Finding a toy from the cupboard Jigsaws and insert puzzles.

Crossing the Midline

Being able to cross the midline (an imaginary line down the centre of the body) is an important developmental skill. It is needed for reading

Move and Mark Doh Disco

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Pre-writing skills Why this is important Activities to develop the skill and writing, for being able to reach toward your foot to put on a shoe and sock with both hands, for participating in many sports and many other day to day activities. Children who have difficulty reaching across their middle may actually get stuck in mid-reach and have to switch hands. Or they may compensate by turning their trunk to reach toward the opposite side. Poor midline crossing also makes it difficult to visually track a moving object from one side to the other or to fully track from left to right when reading.

Catch and Throw games DMP Double drums or bongos: challenge a child to bang the right drum with the left hand and the left drum with the right hand. Push toy trucks and cars while crawling on the floor along a path made with tape; Floor play: when playing on the floor, Place the toys or games on the side being leaned on. This encourages the child to cross the middle when playing. Sand and water play: Scoop sand into a bucket using one hand to hold the bucket and the other to scoop and reach across Play circle games to music while sitting crossed legged on the floor, such as passing a balloon or ball, toy, etc. Play body awareness games like the Hokey Pokey and Simon Says

Pincer Grasp A Pincer Grasp enables a child to pick up small items using the thumb and index finger. A pincer grasp is important for many tasks, such as holding a pencil, crayons and markers with a 3 or 4 fingertip pinch and using feeding utensils effectively, fastening closures (zippers, snaps, buttons) on garments easily, using scissors, manipulating small items within the hand (e.g., transferring coins within the palm out to the fingertips.

Move and Mark Doh Disco Posting activities Threading activities Opening and closing zippy bags Tearing and crumbling tissue paper Games such as Jenga and Pick up sticks. Tongs, tweezers: use these to pick up small objects Interlocking construction toys

Hand Eye Coordination

Also referred to as Visual Motor Integration, this is the ability to control hand movement guided by vision. A child who is challenged in this area has difficulty coordinating body movements in response to

Move and Mark Doh Disco Catch and Throw games

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Pre-writing skills Why this is important Activities to develop the skill what he/she is seeing. Hand Eye coordination affects our ability to colour, draw basic strokes and pictures, solve mazes and dot-to-dot pictures, write by hand, catch a ball, bat a ball, create art, put a puzzle together, tie our shoes, build with blocks, thread a needle and use scissors to name a few.

Posting activities Threading activities

Hand arches There are several arches within the palm of your hand that enable the hand to grasp objects of different sizes and shapes. These arches direct the skilled movement of your fingers and control the power of your grasp.

Move and Mark Doh Disco DMP-Crawling Cutting with scissors Scooping sand, rice, beans, etc. Using Bubble Tongs Teach how to snap fingers Spinning tops Wind-up toys Dress up dolls: requires a surprising amount of hand strength and endurance

Finger Isolation Finger Isolation is the ability to move each finger one at a time. Infants move all fingers together in unison. As they develop, children learn to move the fingers individually. This ability is very important in the development of fine motor skills. It contributes to developing an efficient pencil grasp, typing on a keyboard, playing musical instruments, tying shoelaces and countless other daily living skills.

Move and Mark Doh Disco Use pointing finger while reading books and looking for objects in pictures Finger puppets Shadow hand puppets using a flashlight to cast a shadow on a wall Counting on fingers one at a time Use pointing finger to trace shapes, numbers, etc. in sand, shaving cream, on paper, and so forth Pick up small, light items on dampened fingertips of each finger (e.g., hole puncher cut-outs, sequins, glitter, beans, small beads)

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Pre-writing skills Why this is important Activities to develop the skill Musical instruments: castanets (finger symbols), recorder, tin whistle, toy flute, trumpet, toy piano, etc. Finger painting Finger games- ‘Tommy thumb’

Bilateral Integration/ coordination

Bilateral integration is the ability to use both sides of your body together in a coordinated way. You need to have bilateral coordination in all parts of your body, such as your legs for walking, and your eyes for seeing, but when talking about fine motor skills, we focus more on the bilateral upper extremity, or both arms, hands and trunk working together in a coordinated way. Hand dominance usually begins to show itself early on by a child tending to initiate activities with one hand more than another. It should be completely set by 5 ½ years old in a typically developing child. It is usually a good idea to let a child determine his/her own dominance, and give him/her time to do it. In the development of smooth bimanual coordination, a child will first start to use both hands together symmetrically such as banging on pots and pans. Next they will hold one hand still while the other moves. You can see this in a child just learning to clap. Finally, a child will learn to coordinate using their hands to work together while both doing different tasks. This can be seen when cutting with scissors. One hand is moving the paper while the other is opening and closing the scissors.

Symmetrical Activities Move and Mark Doh Disco Blow bubbles and reach with both hands to pop them Pull cotton balls apart, glue on paper to make a picture Tear strips of paper, paste on paper to make a collage Squeeze, push and pull on clay, putty, play doh or modelling foam Pull apart construction toys (Duplos, Legos) with both hands Percussion toys: symbols, drums (both hands together), etc. Play with a toy Accordion Ball play: throw and catch with both hands together Activities to promote alternating movements Drum or Bongos: with both hands one at a time (reciprocally); try to imitate a rhythm Ride a tricycle or bicycle Air biking: while on your back, raise your feet up toward the ceiling and pretend you're pedalling a bike

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Pre-writing skills Why this is important Activities to develop the skill Walking, running, skipping, swimming Activities that require different skill sets for each hand Cut out all types of things with scissors: Spread peanut butter, or any spread on crackers String beads to make jewellery Colouring, writing, drawing: be sure the hand is holding down the paper

In-hand manipulation

In-hand manipulation is the ability to move and position objects within the hand without using the other hand. It is, perhaps, the most complex fine motor skill. Children who have difficulty with in-hand manipulation may need to use both hands for activities that would typically require only one. Or they may need to unnecessarily stabilize an object against their body or an external support to get the job done. They may appear clumsy when handling objects or be slow to complete projects. Many daily activities require this high level hand skill. Examples include positioning a pencil when writing and drawing, adjusting grip on paper when cutting with scissors, using a fork and knife. Positioning buttons, zippers, snaps and laces for dressing involve these subtle hand movements.

Move and Mark Doh Disco Pick up a small object with fingers (bead, coin, M&M, popcorn, etc) and "hide" it in your hand. Then pick up another and another. Move one item from your palm to your fingertips and place it down on the table (or put it in your mouth if it's food) Practice removing small objects from a change purse, baggie or container one at a time and hiding each within the palm. Then placing them back, one at a time. Connect 4 game: hold several chips at a time within the palm while placing chips in the slots Practice buttoning, zipping and snapping snaps. Turn dice within the fingertips to see different sides. Hold a small cup filled with water. Practice turning it with the fingertips without spilling

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Move and Mark at Kingfisher Move and Mark is a movement based, multi-sensory approach to develop pre-writing, writing and gross and fine motor skills. It uses upbeat music to motivate children to move their whole bodies, hands and fingers whilst developing the fundamental skills needed for writing. The primary principals of Move and Mark at Kingfisher • Music, rhythm, movement and dance to engage and motivate • Kinaesthetic approach • Allows and encourages children to move • Multisensory approach • Does not require a child to hold onto a pen/formal writing implement until ready • Responds to the sensory needs of the children • Takes into consideration the children’s preferred schemas or preferred ways of moving • Fun and exciting! If the children aren’t engaged-STOP! • Specific movements to develop physical skills-balance, coordination, flexibility and

stamina • Use of both hands • Takes into consideration the stage of brain development the child is at • Go back to basics-Action rhymes and body awareness songs to develop body control and

awareness • ‘Doh disco’ could be incorporated or delivered separately • Engaging and varied resources • May be a themed approach- Music can be themed depending on the topic as can

resources e.g. Using food to make marks in ‘Food glorious Food’ topic • Finger rhymes can be used: ‘Where are my fingers?’ Finger rhymes-‘Tommy Thumb’ etc • Movement patterns taught using specific language to describe • Children then move onto letter formations (Runway 10-15) • Dominant hand • Exciting approach to letter formation

The importance of using both hands A child needs control of all of its fingers, both arms and body to be able to write. In Move and Mark movements and marks should be whole body and two handed where possible. Two crayons, two chalks, two hands in the foam. When a child is developmentally ready they will begin to use a dominant hand.

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Move and Mark as an approach across the 3 flightpaths

Flight path 1/Runways 1-7 - Developing gross and fine motor skills For children working at runways 1-7, Move and Mark can develop gross and fine motor skills which are essential in pre-writing. Learning opportunities could be delivered as discrete ‘Move and Mark’ sessions or as part of other activities. Responding to stimuli, anticipation skills, understanding of cause and effect and making choices can all be developed through the approach alongside the gross/fine motor skills.

Flightpath 2/Runways 8 & 9 - Beginning to write For children working within runways 8 & 9, Move and Mark can develop gross and fine motor skills but can also give the opportunity for children to begin forming writing patterns such as circles using gross motor skills (e.g. big movements using scarves) and moving onto fine motor skills (e.g. drawing circles in shaving foam using fingers)

Flightpath 3/Runways 10-15 - Writing For children working within runways 10-15, Move and Mark may be used to teach specific writing or letter shapes or as a ‘getting ready for learning’ approach at the start of a ‘writing session.’ It may also be used to develop pre writing skills such as ‘pincer grasp’ or bilateral integration with those children who may have missed these opportunities in their early years.

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SOLAR Statements What Move and Mark might look like

Role of the adult

Flight path 1/Runways 1-7 - Developing gross and fine motor skills Sensory and Physical • Show an awareness of object

placed in hand/on body • Responds when hands are

touched • Notices hands and fingers • To hold an offered object from

an adult for a short period of time.

• Focuses on, reaches for and grasps objects

• Holds objects in either hand • Picks up toys • Passes toys from one hand to

another • Uses hands to explore • Makes marks • Throws toys or objects • Moves arms and legs • Copy horizontal movements • Copy vertical movements • I can move my body to music • I can move when told • Copies body movements -

horizontal, vertical, round • I can identify movement as

forwards or backwards • I can identify movement as up

or down

Children may be encouraged to: • Move their bodies to

music • Make unintentional marks

using fingers, hands or tools

• Make intentional marks using fingers, hands or tools.

• Be supported in making movements, grasping and reaching for resources

• Make random movements • Hold onto resources • Release resources • Use tools to create marks • Hold on and move

resources to music • Move fingers in media to

music • Move hands in media to

music • Copy some movements • Use both hands where

possible • Cross the midline • Notice the marks they are

making • Copy some simple writing

patterns

The adult may: • Mirror movements the

children make • Support the child to

move using physical prompts and hand under hand.

• Move equipment such as the Perspex sheets to allow the child to feel the movements.

• Model some movements where appropriate

• Say the name of the movement e.g. circle

Flightpath 2/Runways 8 & 9 - Beginning to write Early English Skills & Sensory and Physical (see Runways 1-7) Runway 8 • Make marks, including some

letters, with the intention of conveying meaning

• Experiences a range of mark making tool

• Interested in mark making Runway 9 • Hold a pencil with sufficient

grip and pressure to make

Children to encouraged to: • As Runways 1-7 plus • Copy and make specific

writing patterns using gross motor skills before transferring skills using fine motor e.g. Make circle shapes with scarves before drawing circles with a writing implement e.g. pencil

The adult may: • Mirror movements the

children make • Support the child to

move using physical prompts and hand under hand

• Move equipment such as the Perspex sheets to allow the child to feel the movements

• Model writing patterns

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marks on paper, or perform an equivalent task using their preferred method of communication (e.g. using electronic writers or eye-gaze for writing/communicating)

• Draw head with legs and • Draw face with up to three

features • Copy a writing pattern • Complete a writing pattern

• Encourage the children to copy writing patterns

• Say the name of the movement e.g. circle

Flightpath 3/Runways 10-15 - Writing English-Writing & Sensory and Physical (see Runways 1-7) Runway 10 • Uses a range of mark making

tools • Developing preferred hand Runway 11 • Orders writing letters left to

right Runway 12 • Write the correct letter for

most of the letters of the alphabet in response to hearing the sound or a single letter sign

Runway 13 • Forms most lower-case letters

in the correct direction, starting and finishing in the right place

Runway 14 • Can write sentences,

segmenting spoken words into sounds and representing these by graphemes spelling some correctly

Runway 15 • Can spell many common

exception words

Mark and Move may be used as a discrete session or at the beginning of a writing session to help the children ‘get ready’ for letter formation. As Runways 1-7 plus children are encouraged to: • Copy writing patterns

using gross motor skills before transferring skills using fine motor e.g. Make circle shapes with scarves before drawing with a pencil

• Copy specific ‘letters’ using gross motor skills before transferring skills using fine motor e.g. Writing the letters of our names using ribbon sticks before using a pencil

• To show control when using a writing implement

~

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Move and Mark sessions - Where and How? Move and Mark sessions can happen anywhere! They tend to happen in classrooms or outdoor learning environments, however any learning environment around school could be used such as the hall, MILE Room, studio, art room etc.

How to make marks Marks can be made ANYWHERE! Move and Mark doesn’t need to be table based. Here are some examples of how activities may look:

• Action songs/Body awareness songs - ‘The Hokey Cokey’ • In a darkened room using torches to make patterns on the wall or in a mirror • Holding and moving with ribbons and scarves • In a tuff tray-Rice, porridge oats etc. • On chalk boards outside • Using chalk on the floor outside • In the texture kitchen • On the floor outside using mops and water • At the table on paper, perspex sheets or the table itself • Using feet on large sheets of paper • In a sand tray-use wet sand • In the water tray • Use light toys/torches to project patterns • On an easel • On a light box • Using dough/malleable materials • On a lap tray • On the plasma or iPad- Paint programmes • Use whiteboards and pens

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Ideas for equipment and media Ribbon hoops

Scarves

Wrist Bells

Ribbon sticks

Torches

Pompoms

Chalks

Tools Rollers Paint brushes Hands Sticks Spray bottles Mops Large rollers Feet

Dry Media Porridge oats Rice Sand Lentils Cereals Moon dust Icing sugar powder Custard powder Cornflour Hot chocolate powder Spices Herbs Crayons Pens Whiteboard pens

Wet media Shaving foam Paint Finger paints Angel delight Gloop Icing sugar Custard Gelly baff Soap flakes Fake snow Puffy paint Water and mops

Malleable media Play dough Putty Clay Puffy paint Bread dough Slime

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Patterns and Language used in ‘Move and Mark’ Language used

Suggested Music Pattern Working towards the letter (lowercase)

Working towards the letter (Uppercase)

‘Up and Down’

Music with a fast beat. Jackson 5’s ABC, Happy

Vertically and horizontally

k,r,f,l,t K,L,T

‘Side to side’

Music with a steady beat Uptown Funk, Gangnam style

Left and right

Crossing the midline x

X

‘Circles’ Fast and pacey songs Rolling, rolling on a river, You spin me round

Round and Round

o,p,b,a,d,g,q O,P,Q

‘Arches’ Slower songs Day dream believer, Castle on the hill

Curved patterns

m,n,c,h,u,y B,C,D,J,U

‘Straight lines’

Songs with robotic beat -4 minutes to save the world, Harder, better, faster

Single lines in any direction including diagonal

L,I,x,v, A,E,F.H,I,V,X,Y

‘Spirals’ Upbeat songs e.g. I’m walking on sunshine, Can’t stop the feeling

Spirals in or out

e G

‘Loops’ Ballad or slower song-Rule the World, one day like this

Loop patterns horizontal or

vertically

e May also be used when a child is ready for cursive writing

R May also be used when a child is ready for cursive writing

‘Zig zag’ Songs with a jagged beat-I don’t feel like dancing, I got a feeling

Zigzags horizontal or vertically

w, z M,N,W,Z

‘Dots’ Songs with a good beat e.g. Jai Ho, Crazy frogs.

Single dot patterns ……………………..

j,i

‘Figure of 8’ Fast songs e.g. Don’t stop me now; Shake it off

Upright and on its side 8 ∞

s May also be used when a child is ready for cursive writing

S May also be used when a child is ready for cursive writing

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Planning and developing a Move and Mark session At Kingfisher we want the children to develop their gross and fine motor skills as much as possible and we always take into consideration their sensory needs. Depending on the level and needs of the children the teaching of Move and Mark may be skills based and directive in nature, particularly for children who are within Flightpath 3. For children who are working within Flightpath 1 & 2 a Child led, process based approach may be more appropriate. The sessions also provide many opportunities for ‘incidental’ learning.

Move and Mark may be taught as daily or weekly discrete sessions or daily as part of the children’s getting ready for writing session.

The start of a session: • Set the space up with 3 or 4 areas if appropriate. • Use the Move and Mark symbol for the children who require symbolic representation

and WALT puppet as a symbol for learning time • Make sure children in wheel chairs are correctly hoisted/transferred into their optimum

position for movement activities- this may be on the floor. • Have music ready-Choose songs that will engage the children. You know them best and

what makes them tick. Try different music or theme music to the topic. If teaching the specific writing patterns, use the suggested music for consistency.

• Have aprons ready if using messy media. • Ensure the adults know from the short term plans what learning they are looking for in

the session.

During the session: • Make sure all the adults involved understand the role of the adult within the session-this

may involve mirroring, physical prompting and support, adult modelling etc. • Decide which adult is working with which children/child and how you are planning to

record the session: • If you notice some children seem ‘agitated’ through the session this maybe because they

are activating their ‘sensory system’ and receiving lots of sensory feedback. Sometimes removing a child and telling them they have finished and then allowing them to ‘calm’ their sensory system down by running/being outside can work. As a class team you will need to plan for these possibilities

End of a session: • As a session progresses you need to ‘cue’ the children into the session finishing. As we

have activated the children’s sensory system we need to calm the children back down by playing a calm piece of music e.g. Hallelujah

• Use the ‘finish song’ so that the children know the session has finished.

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How a Move and Mark session may look

Structure of activities

This is not an exhaustive list but a list of ideas you may wish to incorporate into a session depending on the learning needs of the children.

• Warm up-Body awareness/action song (See list below) • Finger Rhymes- (See list below) • Movement/dance using ribbons, scarves, pomp oms etc… • Doh Disco • Make random patterns and marks, writing patterns or letter shapes in dry media • Make random patterns and marks, writing patterns or letter shapes in wet media • Make random patterns and marks, writing patterns or letter shapes using tools • Make random patterns and marks, writing patterns or letter shapes using a writing

implement

Organisation

The organisation of the session is very much dependent on the needs of the children.

Whole group: In some classes moving from one activity to another as a whole group works brilliantly, however this may not be appropriate for others.

Free Flow: A more ‘free flow’ child led approach may be used, where children choose which activity they would like to explore and join in. Adults may lead an area each and wait for children to join in.

Carousel: For other groups of children a carousel approach is the best way for the children to learn. Adults lead an area e.g. dry media in the tuff tray and the children move in small groups from each activity.

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Suggested Body awareness songs/action songs

These may be used at the start of Move and Mark sessions as a warm up.

• The Hokey Cokey • Dingle Dangle Scarecrow • Wheels on the bus Finger Rhymes I have ten fingers And they all belong to me I can make them do things- Would you like to see? I can shut them up tight I can open them wide I can put them together I can make them hide I can make them jump high I can make them jump low I can fold them quietly And hold onto them just so Five little birds without any home, (raise 5 fingers of right hand) Five little trees in a row. (raise right hand high overhead) Come and build your nests in our branches tall (cup left hand for nest-right fingers in) We'll rock you to and fro. (then rock both hands) Here are the bee hives (left hand cupped downward) Where are the bees? Hidden away where nobody sees. (hide fingers of right hand under it) Soon they'll come creeping (fingers come out one by one) Out of the hives One, two, three, four, five Buz-zz. (hand circles around) The little mice are creeping, creeping, creeping The little mice are creeping, through the house. The little mice are sleeping, sleeping, sleeping, The little mice are sleeping, through the house.

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The old grey cat comes creeping, creeping, creeping, The old grey cat comes creeping, through the house. And the little mice run away. (One hand represents the mice, the other hand the cat. One hand creeps, while the other comes slowly down from the air. Hands meet and one scampers behind the child's back) See my piano, (Curve fingers and rest on a table) Five keys in a row. Some keys will sound high, Some keys will sound low. To play the piano, (Press down each key so that it lies flat) Each key has a turn: Start-one, two Then-three, four, five. Tommy Thumb, Tommy Thumb Where are you? Here I am, here I am, How do you do? (each finger in turn) Peter Pointer Toby Tall Ruby Ring Baby Finger Finger Family - here we are Tommy

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Move and Mark - A Case Study with the Chaffinches (Runways 1-7)

Marwah is holding onto the ribbon stick with her preferred hand. She copies the adult by moving her ribbon from side to side and up

and down.

Pre-writing Skills developed: Crossing the midline; Hand and finger strength; Visual

perception; Hand arches

Luis engaged brilliantly in the dry media. He used both hands to make marks in the rainbow

rice. He developed his fine motor skills by picking up the rice and dropping it into the tray

after watching the adult.

Pre-writing Skills developed: Hand and finger strength; Visual perception; Pincer grasp; In-

hand manipulation.

Amina used her fingers to make marks in the shaving foam. She looked with interest at the

circle patterns made by the disco ball and copied these in the foam.

Pre-writing Skills developed: Visual perception; Crossing the mid-line.

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Aliza watched with interest and anticipation as the glitter was added to the shaving foam. On hearing the music she moved both hands in the foam and looked at the marks she

made.

Pre-writing Skills developed: Crossing the midline; Hand and finger strength;

Visual perception; Bilateral integration.

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Mim used both hands to grasp the ribbon hoop. She smiled

throughout the song and held onto the hoop independently.

Pre-writing Skills developed: Crossing the midline; Hand and finger strength; Hand arches;

Visual perception.

George used both hands to hold the scarves. He accepted adult support to move the scarves

from side to side and in circular movements.

Pre-writing Skills developed: Crossing the midline; Hand and

finger strength; Visual perception; Bilateral integration

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Doh Disco

What is Doh Disco? Doh disco involves moulding dough in time to music and performing different actions such as rolling it into a ball, flattening it, putting each individual finger into the dough, rolling it into a sausage and squeezing it.

Doh Disco may be incorporated into Move and Mark sessions or as a discrete session. It can also be beneficial as a ‘Getting ready for Learning’ strategy.

Why do doh disco? This activity helps to strengthen children's fine motor muscles to enable them to develop their pencil grip which in turn will help to develop their writing skills. But most of all it's fun!

Pre-writing skills developed (see examples)

• Hand eye coordination • Pincer Grasp • Crossing the mid-line • Visual perception • Thumb opposition • Hand and finger strength • In-hand manipulation • Bilateral Integration/Coordination • Finger isolation • Hand arches

What do you need to do a dough disco? • Music – Any upbeat song • Dough or any malleable material- Depending on the child. The following may be used:

o Play doh-Shop bought o Play dough-Own made (There are loads of recipes online) o Therapeutic dough- With added scents. (Can really awaken the senses) o Bread dough o Clay o Putty o Mouldable foam

• A set of moves! - These can be done in any order and you don’t need to include them all

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Doh Disco Moves

• Poke/Prod- the dough with each finger and thumb in turn to make holes in the dough. Make sure you swap hands so all fingers and thumbs are used. Extend by using names of fingers and thumb:

o Tommy Thumb o Peter Pointer o Toby tall o Ruby Ring o Baby Small

• Squeeze the dough with all the fingers and thumb using a fist grip one hand at a time. • Roll the dough between both hands moving backwards and forwards to make a sausage. • Splat! Hold the dough in one hand and push the other hand flat into the dough. Repeat

this until the dough is flatter! • Pinch the dough. Hold the dough in one hand and use Tom Thumb and Peter Pointer to

pinch the dough. Then swap hands and repeat.

Additional Links SMSC - Spiritual Development Through Move and Mark the children will have the opportunity to explore; create; enjoy; be fascinated.

SMSC - Moral Development Through Move and Mark the children will have the opportunity to show feelings; develop relationships; develop interests.

SMSC - Social Development Through Move and Mark the children will have the opportunity to develop skills; develop social skills.

SMSC - Cultural Development Through Move and Mark the children will have the opportunity to developing experiences; encountering; showing their talents; listen to music; develop their technological skills

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Activity Plan Example- Blue class Runways 3-6 In classroom-Whole group Session plan

Move and mark Show WALT - Symbol for learning (All activities may not be completed in each session) Hokey Cokey - Whole body movements to encourage Body awareness Ribbon sticks, scarves or wrist bells – stretch up high/low, vertical, horizontal, circles and side to side movements - Develop grasp skills/crossing the midline Dry media in the tuff tray (Scented rice) - Child led patterns followed by some adult led patterns-vertical and horizontal lines as well as circles- Encourage children to use both hands Malleable/Wet - Shaving foam- Encourage children to use both hands Torches in the dark tent - Children who do not want to engage in messy activity Relaxing song Sing Finished song

Resources: Ribbon sticks Scarves Ribbon hoops Bells Torches Shaving foam/glitter Music on USB Rice-Scented

SMSC

Experience; Enjoyment; Wonder; Explore; Musical