I went to see Gill Connell last night speaking on how movement teaches the brain to think. Most of the talk was based on her book A Moving Child Is a Learning Child. I can’t recommend the book enough. Connell lays out child development in a way that is fairly easy to follow. Children are born with reflexes. When a child moves, these reflexes are relaxed and conscious movement takes over. For this to happen, movement skills start as processes that the child must think about. The child repeats these skills until finally they become automatic. Only after these movements are automatic can the brain focus on higher level thinking. In other words, one of the main things the brain focuses on as it begins to develop is movement. I would add the other major thing the brain focuses on is communication. Of course communication at this stage requires movement and (a lot of) crying.
Connell’s message serves as a good warning to those who want to get preschoolers (or kindergartners) to sit down and
learn. Sitting does not necessarily lead to learning for any age. Sitting does however lead to health risks. It’s ironic that as we learn more about how movement relates to brain development and learning, we are having young children sit for longer and longer periods of time.
The talk I was at was geared toward parents, and Connell focused a lot on how movement is important for literacy
development, and specifically reading and writing. Afterwards I was thinking about how movement relates to communication in general. Children often play games that involve movement with a few people: games such as chase, climbing together, digging and playing in sand or mud, and, of course rough-and-tumble play. All of these games require speaking and listening skills, but also the reading of non-verbal cues. Children also have to trust each other to play with each other, especially games that could involve physical risk if the other child doesn’t respect their limits.
When children take the risk to trust others, they also build trust, and ultimately friendships. And friendships create a need to communicate. Some of that communication will be face-to-face, but it will also involve writing (notes, texts, emails, and social media posts). Movement build the skills to physically read and write (eye tracking, anchored body, tripod grasp of the pencil, dexterous thumbs for texting, and most importantly automatic movements so the brain can focus on higher level thinking). Movement also creates the bonds of friendship that builds the desire to read and write.
Connell describes this as a cycle: The more a child moves, the more the child knows: The more a child knows, the more the child wants to know: The more a child wants to know, the more the child wants to move. I would just add a concentric cycle: The more a child moves the more the child communicates: The more a child communicates, the more the child wants to communicate: The more a child wants to communicate, the more a child moves.