Presented jointly by Dr Deborah Callcott (ECU) and Diana Rigg
OUTLINE OF THE DAY’S CONTENT
Given the recent changes within the early years, Diana will provide a 2015 overview of Movement and Literacy, PLD’s scheduling of 3 year old Kindy, Kindergarten and Pre-Primary pre-literacy, oral language and motor skills.
An opportunity for those attending to raise specific areas of difficulty in applying the PLD approach within 3 year old Kindy, Kindergarten and Pre-Primary. 15 minutes of specific questioning will be allocated to each classroom year level.
The majority of the day however will focus on Dr Deborah Callcott’s research and the application of her research, program and process to early childhood classrooms.
- An overview of the importance of fine and gross motor development in overall development.
- The developmental movement skill acquisition process within the early years.
- Explained the use of the movement program to teach and practice developmentally appropriate movement patterns in the early childhood classroom.
- The provision of a pack of levelled songs, activities and movements which have been trialled and tested in Western Australian schools.
Presenter: Dr Deb. Callcott
Dr Deb. Callcott is a Senior Lecturer at Edith Cowan University. Her PhD investigated the link between learning disabilities and movement. As well as lecturing in Physical Education Deb has provided extensive support to schools in developing holistic movement programs for students. Her research, published in an international Early Childhood Journal, outlines the efficacy of linking movement to beginning literacy in the early years.
Presenter: Diana Rigg
Diana combines post graduate Speech Pathology and education qualifications with extensive experience working with children and schools. This provides a practical and innovative approach. One of Diana’s greatest strengths is her affinity with teachers and her ability to inspire, educate and equip teachers with specialised techniques, programs and assessment tools. In essence Diana aims to facilitate teachers’ ability to cater for the specific and developmental needs entering schools.