The Dancing Dialogue: Using the Communicative Power of Movement with Young Children

Autor/in	Tortora, Suzi
Titel	The Dancing Dialogue: Using the Communicative Power of Movement with Young Children
Quelle	(2005), (552 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-5576-6834-9
Schlagwörter	Leitfaden; Observation; Intervention; Creative Activities; Empathy; Cognitive Development; Young Children; Child Development; Communication Skills; Individual Needs; Motion; Therapy; Dance; Play Therapy + Suchen Sie Ihr Suchwort? Beobachtung; Empathie; Kognitive Entwicklung; Frühe Kindheit; Kindesentwicklung; Kommunikationsstil; Bewegungsablauf; Therapie; Tanz; Spieltherapie
Abstract	Uncover critical information about children's emotional, social, physical, communicative, and cognitive development by observing their nonverbal expressions. "The Dancing Dialogue" shows how to assess the behavior and movement of children with a wide range of issues and to use what is learned interventions. Equally effective for those with special needs, this book reveals how to expand children's abilities in key development areas by engaging them with movement, dance, music, and play; to use these nonverbal interactions to strengthen bonds with children; and to use the same types of interactions to connect with children and stimulate their development, both at home and in the classroom. Following a section about the author, preface and acknowledgments, this book is divided into three parts. Part I, Historical and Theoretical Foundations, presents: (1) Introduction; (2) Communication without Words: Early Childhood Development and Interaction; (3) Ways of Seeing: Movement Development, Expression, and Body Awareness; and (4) The Language of Movement: From Dysfunction to Creative Expression. Part II, Observation and Intervention, continues with: (5) Elements of Movement Observation; (6) Nonverbal Observation in Context; (7) Witnessing, Kinesthetic Seeing, and Kinesthetic Empathy; (8) The Ways of Seeing Technique; and (9) Movement and Dance-Based Tools. Part III, Movement as an Interdisciplinary Tool, concludes with: (10) Working with Parents; (11) Focusing on the Child: From Nonverbal Assessment to Intervention to Educational Programming; and (12) Adding Nonverbal and Movement Awareness to the Classroom. The following are appended: (1) Movement Signature Impressions Checklist; (2) Recommended Resources; and (3) Glossary. (ERIC).
Anmerkungen	Redleaf Press. 10 Yorkton Court, St. Paul, MN 55117-1065. Tel: 800-423-8309; Fax: 800-641-0115; Web site: http://www.redleafpress.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10