After observing the children who were pretending to be dogs as they crawled around with dress-up shoes on their hands we decided to plan a movement activity where they could pretend to be other animals.

The first day we played two Greg & Steve Songs: Animal Actions and Animal Actions II

Some of the children joined in immediately and others stood back and observed.

The songs have transitions between the actions and the chorus. During the chorus Austin, 32 months, Zachary and Juliet shake, sway from side to side, stomp their feet to the music and run. As the song progresses, they hold hands as they dance during the chorus. By the end of the first song, they are able to sing parts of the chorus.

All three children are further developing gross motor skills as they sway from side to side, shake, stomp their feet and run. They are also developing spatial awareness as they dance in close proximity to each other. They are developing cognitive skills as they move to the beat of the music and remember the words to the song. Socially, they are developing cooperation skills when they hold hands as they dance.

In this clip, with Kate, Juliet, Joey, Zachary, Catherine, and Austin move like cats, meowing as they crawl. They transition quickly back to the chorus where they shake and move. Austin says, “Animal Action” with the song. The group transitions to hopping like a frog less quickly. After watching Kate hop, Joey begins to crouch down and pop up. A few of the children make a “ribbit” sound. Evan and Ella observe the other children as they pretend to be animals.

In this clip, Juliet, Joey, Zachary and Austin are further developing gross motor skills as they crawl and jump and dance. They are also developing spatial awareness as they move around the floor in close proximity to each other. Emotionally, Evan and Ella are developing independence in their decision to observe the other children dancing. Socially, the children are learning respect for each other they move around each others’ bodies. The children are further developing expressive language skills as they when they make the sounds of the animals they are pretending to be. They are developing receptive language skills as they follow the actions of the song. Cognitively, they are developing an ability to pretend with out the use of objects.

Please click on the picture to start the video

Juliet and Austin make elephant actions in this picture. Juliet moves her hand like a trunk next to her head. Austin puts his arm near his nose and moves his arm as he bows up and down. They both make an elephant sound as they make the motions.

Juliet and Austin are developing gross motor skills as they move their bodies like elephants. They are developing language skills as they make the sounds of an elephant. Additionally, they are developing receptive language skills as they follow the motions of the song. Emotionally, they are developing self-esteem as they are able to make the animal actions. Socially, they are establishing respect for each others’ space as they make their motions with enough space so they don’t touch each other. Cognitively, they are further developing an ability to pretend in a more abstract way.

Joey, Juliet, Zachary and Catherine flap their arms like the wings of a bird. The classroom is full of the sounds of little birds, “tweet, tweet, tweet, tweet.” Catherine and Zachary walk around the room as they flap their arms while Joey and Juliet stand in about the same spot.

Joey, Juliet, Zachary and Catherine are developing language skills as they make the sounds of birds. Physically, they are developing gross motor skills

as they flap their arms and walk around the classroom. They are also developing spatial awareness as they move around each others’ bodies while they flap their arms. Socially, they are learning respect for each others’ space. Emotionally, they are developing self-esteem as they gain the ability to pretend to be different animals.

Catherine encourages Gracie to come join the dancing. Gracie takes her had and begins to bounce up and down.

Catherine holds Gracie’s hand and helps her walk closer to the group. Gracie laughs and again bounces up and down to the music.

Catherine lets go of Gracie’s hand. Gracie bounces on her own as she tries to keep her balance.

Gracie begins to stamp her foot as holding her arms. When she notices Courtney she begins to laugh and walks towards her.

Catherine and Gracie are developing social skills as Catherine offers to help and Gracie accepts. Emotionally, Catherine is developing empathy as she helps another child. Gracie develops self-esteem as she is able to join in the dancing with a steadying hand from Catherine. Physically, Gracie is developing gross motor skills as she balances herself while she bounces and stomps her foot. Cognitively, Gracie is imitating the other children’s actions . Gracie is developing receptive language skills as she begins to follow along with the song.

Catherine, Zachary, Juliet and Joey gallop and neigh like horses. At first they follow the leader and then they all gallop off in different directions. Joey starts out his gallop as a run and then quickly changes it to a gallop as he watches the other children.

Catherine, Juliet, Zachary, and Joey are all developing language skills as they neigh like a horse. They are also developing receptive language skills as they follow the motions of the song. Joey is developing cognitive skills as he imitates

the other children’s actions. Physically, they are all developing gross motor skills as they gallop and run. Socially, they are developing respect for each others’ space. Emotionally, they

are further developing their self-esteem as they gain the ability to accomplish the tasks they have set out to do.

For additional exploration, we sat down with the children and talk about the animals we had pretended to be.

Then we asked the children what other animals we could pretend to be.

We made two lists:Animals from the songs Additional animals we pretended to be

To begin the exploration, we planned a group time. First, we asked the children what animals we had pretended to be already. Elephant and Horse were the first two the group remembered. Kate helped them to remember the rest by giving physical description and sound hints. After this first discussion, we asked each child individually what animal they would like to pretend to be.

Socially, this activity help the children practice turn-taking and respect for others’ time. Cognitively, the discussion further developed their ability to recall what we had done the previous day. Emotionally, the children practiced patience as they wait their turns. Additionally, they further developed self-esteem when they were able to choose the animal they wanted.

Aaron was the first child to choose an animal. He chose a zebra. We asked if a zebra walks on 2 legs or 4 legs. Aaron’s response was 4. We also asked what sound a zebra makes and his response was “neigh.” We then asked how a zebra moves. Aaron rolled onto his hands and knees and he crawled around the room. Juliet and Zachary follow Aaron’s actions and sounds.

Cognitively, Aaron is recalling information he has learned previously. Emotionally, his self-esteem was enhanced as he lead the group in the actions of a zebra. He is further developing his expressive and receptive language as he converses about the traits of a zebra. Physically, Aaron, Juliet and Zachary are further developing gross motor skills as they crawl like zebras on the floor. They are also developing spatial awareness as they crawl on the floor with out bumping into each other or the furniture. Juliet and Zachary are developing social and cognitive skills as they follow Aaron’s actions.

Austin’schose next. He chose a cow. We asked the same questions of him that we asked of Aaron. Austin’s answered 4 legs and “moooooooo”. When we asked how the cow walks, he rolled over onto his hands and knees and crawled on the floor repeating, “mooo, mooo, moooo.”Aaron, Tessa, 34 months, and Juliet followed Austin as he pretended to be a cow.

Cognitively, Austin is recalling information he has learned previously. Emotionally, his self-esteem was enhanced as he lead the group in the actions of a cow. He is further developing his expressive and receptive language as he converses about the traits of a cow. Physically, Austin, Aaron, Tessa and Juliet are developing spatial awareness as they avoid bumping in to each other and furniture when they crawl. They are further developing gross motor skills as they crawl like cows on the floor. Aaron, Tessa, and Juliet are developing cognitive and social skills as they follow the directions Austin has shown.

Juliet decided they should pretend to be Kangaroos. When asked how a kangaroo moves she said, “Kangaroos hop.” Then she stood up and hopped up and down with two feet. Austin, Juliet, Aaron, Juliet and Zachary hop up and down with two feet. Austin hops around in a circle. Juliet and Aaron hop in place. Tessa and Zachary move around as they hop. As they are hopping they repeat, “Hop, Hop, Hop, Hop, Please click on the picture to start the video.

Juliet is developing receptive and expressive language when she listen to and answers the question about kangaroos. She is also further developing her self-esteem as she leads the group in the actions of the kangaroo. Juliet, Austin, Aaron and Zachary are developing gross motor skills as they hop up and down on 2 feet. They are developing expressive language as they repeat “hop, hop, hop.” Socially and cognitively they are developing the ability to follow directions as Juliet shows them how a kangaroo hops.

Zachary chose to pretend to be a dog. When asked what a dog says, he replied, “woof, woof.” When asked how a dog moves, he rolled onto his hands and knees and crawled on the floor. Austin, Aaron, Tessa and Zachary crawl on the floor barking at each other. As they get more excited their barks change to sound more like yips similar to a dog.

Please click on the picture to start the video.Zachary is further developing his self-esteem as he chooses the animal and leads the group in the action of a dog. He is developing his receptive and expressive language as he listens to and answers the questions posed to him. Austin, Aaron, Tessa and Zachary are further developing their gross motor skills as they crawl like a dog. Additionally, they are developing spatial awareness as they maneuver around each other and the furniture. Socially and cognitively, they are developing the ability to follow the directions given by another person.

Tessa decides the children should pretend to be tigers. When asked what a tiger says the whole group replies, “Roarrrrr.” As this video starts, Austin is crawling in a circle and roaring. Tessa notices he is crawling by himself, looks at Zachary and then crawls towards Austin. Zachary follows. Zachary and Tessa growl at Austin and he growls back at them. Then Austin crawls away. Tessa and Zachary follows.

Please click on the picture to start the video.

Tessa is further developing self-esteem as she chooses the animal and leads the other children in the actions. The whole group is developing expressive and receptive language as she listens to and answer questions about tigers. Austin, Zachary and Tessa are developing gross motor skills as they crawl on the floor and spatial awareness as they maneuver through the room. They are developing socially as they interact as tigers through their conversation-like interactions. Cognitively socially, they are developing the ability to follow the directions of another person.

Through this movement exploration the children have further developed skills in the areas of Physical, Language, Emotional, Cognitive and Social development.

The children were very interested in the actions of animals.

The lists of animals is now hanging in the classroom with pictures next to the animals. All of the children revisit this daily, moving and sounding like the animals they choose to.

Pictures have become a powerful tool in our classroom for language acquisition and conversations with and among children.