CHAPTER V CONCLUSION AND SUGGESTION…
5.3 Limitations and Future Directions
This Let’s Move project only had small participants to show the enhancements of FMS.
Even the result was significant, but it could not be an inference to a general situation. Further research could include more sample size and more strict research design, I thought could make a better teaching project and confirm the effect of the FMS project to preschoolers.
Moreover, I did not design the cultural material in this project, to consider more cultural special elements, and to combine within this kind of project, it might be interesting.
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APPENDICES
APPENDIX I
Three-part Cards – Fundamental Movement Skills
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36
37
38
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APPENDIX II
Three-part Cards – Balls
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41
42
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APPENDIX III
Physical Exercises
Basketball Soft Baseball
Soccer Cloth Ball Hula Hoop
Air Rod
Plastic Balls
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Basketball
Picture 1: Children practiced bouncing a basketball staying at same place.
Picture 2: Children practiced bouncing a basketball with walking and shooting.
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Soft Baseball
Picture 3: Children practiced striking a soft baseball.
Picture 4: Children practiced striking a hard baseball.
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Soccer
Picture 5: Children practiced kicking a soccer ball at same place.
Picture 6: Children practiced kicking a soccer ball with running.
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Cloth Ball
Picture 7: Children practiced throwing with cloth balls.
Picture 8: Children practiced rolling with cloth balls.
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Hula Hoop
Picture 9: Children practiced shaking a hula hoop.
Picture 10: Children practiced shaking a hula hoop with walking
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Picture 11: Children practiced jumping with hula hoop and rabbit’s game.
Picture 12: Children practiced running with hula hoop and shark’s game.
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Air Rod
Picture 13: Children practiced jumping and galloping with an air rod.
Picture 14: Children practiced throwing and catching with an air rod.
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Plastic Balls
Picture 15: Children practiced throwing with plastic balls.
Picture 16: Children practiced rolling with plastic balls.
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APPENDIX IV
Eight Extensions of 4 Areas
Ball Sewing Balls’ Mystery Bag
Color Ball Sorting Sports Story-Telling Cards
Ball Object Box
Fundamental Movement 3 Part Cards Basketball Pre-math
Numerals and Soccer Counters (NUMERATION 0-9)
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Ball Sewing
Materials
A needle and the needle holder.
A needle threader.
A set of wool lines with different colors.
A set of basketball shape’s paper with different colors.
A set of soccer shape’s paper with different colors.
A scissor and holder.
A poke and a small poke mat.
A small blanket.
Subjects
Children 3 years to older years.
Presentation
1. Invite the child to work with the Ball Sewing.
2. Go to the shelf to get materials and assemble materials needed on a tray, find a place at a table. Let the child sit next to your subdominant side (hand).
3. Slowly point to the parts of the ball sewing materials, naming each: needle, needle holder, needle threader, wool lines, scissor, poke, poke mat.
4. Place the poke mat on the desk and put the paper with ball’s shape on the mat.
5. Use the poke to punch the black dots on the paper.
6. Take out one wool line and use a needle threader to thread the wool line into the needle’s hole, and then tie the wool line.
7. Use this needle to thread the hole from backside of the paper without lines. Let the wool line to cover the front side of paper with black line, and then the needle thread into the next hole to the back side of the paper.
8. When the wool line only leaves about 5 centimeters, firstly to tie the line, and then to use a scissor to cut off the wool line.
9. Take one new wool line to thread into the needle hole again, and then repeat the
movement from the 6 to 8 again and again. Until the wool line cover all black lines or go over all of dots of the paper. (Depends on how old these children are and then give them different level in this work.)
10. Put the materials into the blanket.
11. Clean up the table and the work’s place.
12. Return all materials to their proper place on a shelf.
Language
1. Introduce the materials: needle, needle holder, needle threader, wool lines, scissor, poke, poke mat.
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2. Basketball and soccer.
3. Punch, thread, tie, cut.
Control of Error
1. Seeing the black dots on the paper.
2. Seeing the black line on the paper.
3. Seeing wool lines cross or not upper the black lines.
Point of Interest
1. Use poke punch holes into the paper.
2. Putting the wool line into the pin's hole.
3. The sewing with the wool line on the paper.
3. Cutting the wool line by using a scissor.
Goal 1. Order
2. Coordination 3. Concentration 4. Independence Variation
1. Different ball’s shapes.
2. Smaller needle and thinner lines.
Picture 17: The practical life materials of ball sewing.
Picture 18: A child followed the black dot to pin pouch holes on the paper.
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Balls’ Mystery Bag
Materials
Two sets of 8 balls’ object: each bag has 1 baseball, 1 basketball, 1 soccer, 1 football, 1 badminton, 1 tennis, 1 table tennis, 1 cloth ball.
Subjects: Children 3 years to older years.
Prerequisite: None Presentation
1. Invite the child to work with the Balls’ Mystery Bag
2. Put a rug or mats on the ground and go to the shelf to get materials to get the materials and assemble materials and needed on a mat. Seat the child next to your subdominant side (hand).
3. Introduce each balls’ name.
4. “I will use my hand to touch then tell the ball’s name.” Pick up one ball inside the bag and guess the name of the ball.
5. “Could you find the same one in your mystery bag without visualization?”
6. Place out of the ball to check the ball’s name and the shape is right or wrong.
7. Take out all of the balls and put all balls back into the bags and return all materials to their proper place on a shelf.
8. Encourage the child to do independently or to work with other classmates who knew how to work.
Language
1. Names of the balls: baseball, basketball, soccer, football, badminton, tennis, table tennis, cloth ball.
2. Colors of the balls: yellow, blue, orange, white, red, green, black, white.
3. Shapes of the balls: soft, hard, big, small.
Control of Error
1. The same shape or the same name as the balls.
Point of Interest
1. The different color, texture, size, and shapes of balls.
Goal
Direct Aims:
1. Development of concentration, order, coordination, and impendence.
2. Development of visual and tactile perception of shape, texture, size, and name of balls’
figure.
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3. Develop children’s stereognostic senses 4. Develop a sensitive need for order in the child.
Indirect Aims:
Preparation for geometry and its language.
Variation
1. 2-person competition for guess ball’s name.
2. Using the adjective to describe the characters of each balls.
Picture 19: The sensorial materials of balls’
mystery bag.
Picture 20: One child used their hands to perceived a ball’s shape and texture in the mystery bag, then describe it, and another child guessed what that ball is and then they needed to take out that ball at the same time to confirm if they find out the correct balls.
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Color Ball Sorting
Materials
A set of black balls’ cards (7 kinds of balls) A set of color cards (6 colors)
7 sets of color balls’ cards A sorting board of 16 grids
Subjects: Children 3 years to older years.
Prerequisite: None Presentation
1. Invite the child to work with the Color Ball Sorting.
2. Put a rug or mats on the ground and go to the shelf to get materials and assemble materials needed on a mat. Seat the child next to your subdominant side (hand).
3. Introduce the names of all cards of colors (e.g. red, blue, yellow, orange, green, and purple) and the cards of black balls’ pictures for the child.
4. Choose 4 black ball’s cards and put them on the 4 black dots, the other black ball’s cards put at the upper edge of the desk.
5. Choose 4 color cards and put them on the 4 pink dots, the other color cards put at the upper edge of the desk, next to the other black’s ball cards.
6. Mixed all of the color ball’s cards and put them together as a dishful of cards.
7. Put this dishful of color ball’s cards at the left side of the desk.
8. Start to sort the color ball’s cards into the right place of the board of 16 grids. If the card cannot fit into the board of 16 grids, put the card at the right side of the board.
9. Sort out all of the color cards into the board of 16 grids, and then check each color card in the right place.
10. Put the black ball’s cards altogether, and then put the color cards altogether.
11. Put all of color ball’s cards in a dishful and use a rubber band to tie them.
12. Put the materials into the bag and return all materials to their proper place on a shelf.
Language
1. Introduce colors: red, blue, yellow, orange, green, and purple
2. Names of the balls: baseball, basketball, soccer, football, tennis, table tennis, volleyball.
3. Rubber band.
Control of Error 1. Visual disharmony.
2. The color and shape of the balls.
Point of Interest
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1. The different colors of the same shapes of balls.
2. The different shapes of the same colors of balls.
Goal
Direct Aims:
1. Development of concentration, order, coordination, and impendence.
2. Development of visual perception of shape, color, size, and name of balls.
3. Introduction of different balls and colors.
Indirect Aims:
1. Provides practice of fine motor skills.
2. Concentration on longer work.
3. Developing a sense of accuracy.
Picture 21: The sensorial materials of color ball sorting.
Picture 22: The beginning of working with color ball sorting.
Picture 23: The processes of working with color ball sorting.
Picture 24: The end of working with color ball sorting.
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Sports Story-Telling Cards
Materials
A set of four cards that depicts the happenings in a familiar or common event (baseball).
A set of four cards that depict the sequence in the storybook (dinosaur).
A tray or container to hold the materials.
Subjects: Children 3 years to older years.
Prerequisite: None.
Presentation
1. Invite the child to work with the Sports Story-Telling Cards.
2. Bring the materials to the table. Sit next to the child.
3. Lay out the pictures and discuss what is happening in each picture.
4. Select the card that starts the sequence. Use the pictures to tell a brief story.
5. Place the pictures in order of events or happenings.
6. Place the pictures in the container and return materials to the shelf.
7. Encourage the child to select another set of cards to sequence and verbalize his/her story.
Control of Error
1. Seeing that the pictures are in a logical order Point of Interest
1. The pictures with color and story.
2. The dinosaur’s story.
3. The funny baseball players.
Goal
1. Need to learn sequential order of spoken and written language.
2. Understanding that written and spoken languages have a sequential order, and that there is a sequence of ideas in both written and spoken language.
3. Reading from left to right.
Variations and Extensions 1. Story-Writing
○1 Complete all steps in the presentation.
○2 Try to write down the story by using the Chinese phonics spelling (invented spelling).
2. Story book.
○1 Complete all steps in the story-writing.
○2 Draw a color picture for each story to make a story book.
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Picture 25: The child arranged those pictures and told a story by her own ideas.
Picture 26: The child arranged those story cards and making story book.
Picture 27: The child arranged story cards and re-making a new story.
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Ball Object Box
Materials
A box with kinds of five common balls includes badminton, tennis, table tennis, baseball.
Subjects: Children 4.5 years to older years.
Prerequisite: Chinese phonics sound segmentation memory game.
Presentation
1. Invite the child to work with the Ball Object Box.
2. Bring the materials to the table. Sit next to the child.
3. Lay the ball objects on the table and name them for the child.
4. Pick up the tennis and say, “ten-nis,” and use the Chinese phonics to spell its name.
Continue with all of the tennis objects.
5. Pick up another ball and name it, then use the Chinese phonics to spell its name.
6. Mix all objects and put them back to the box.
7. Encourage the child to speak the sounds of the ball’s name.
8. Then encourage the child to use the Chinese phonics to spell the sounds.
9. Place objects in the box and return the container to the shelf.
Control of Error
1. Hearing the phonics' sounds.
Point of Interest
1. The mini object of balls.
Goal
1. Need to learn sound analysis of spoken words (oral-aural).
2. Understanding that words can be separated into discrete sounds and that words begin with many different sounds.
Variations and Extensions 1. Writing ball’s name
○1 Complete all steps in the presentation.
○2 Write down the Chinese phonics of ball’s name what they do spell.
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Picture 28: A child identified the objects and spelled ball’s name by using Chinese phonics.
Picture 29: A child wrote down the ball’s name after error-correcting.
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Fundamental Movement 3 Part Cards
Materials
A set of picture cards with printed labels.
A set of loose labels.
A set of matching picture cards without labels.
A container.
Subjects: 4 years and up.
Prerequisite: Matching Presentation
1. Invite a child to do this Movement 3 Part Cards. Bring materials to the table. Sit beside the child.
2. Lay out the labeled picture cards from horizontally to vertically.
3. Match the second set of pictures either beside or beneath the first set of labeled pictures as you verbally label them.
4. Match the written labels either beside or beneath the first set of labeled pictures.
5. The child can read the words at this time if he/ she wants. It is still a matching activity.
The child is looking at word configurations.
6. Place cards in container and return materials to the shelf.
Language
1. Introduction of movement’s name: running, galloping, hopping, jumping, striking, bouncing, rolling, throwing, catching, kicking.
Control of Error
1. Seeing that the pictures and labels match.
Point of Interest
1. Learning the movements.
2. Matching the movements’ cards.
Goal
Direct Aims:
Need to learn to read for meaning. Understanding that written ideas (in pictures, words, and sentences) can be read for meaning, and that written words are an effective way to communicate meaning
Variations and Extensions:
1. Increase or decrease the number of cards in a set
2. Different pictures or subjects, such as ball’s 3 part cards.