Volume 4, Issue 10
In This Issue
Movement, Play and Physical Activities
Early Movement and Learning
The Purpose of Play
CCEI Radio - 'Are You Mislabeling an Intuitive Child?'
CCEI Alumni Profile - Ruth Magard of Kent, Ohio
Professional Development
Certificate Programs
Dates to Remember
Welcome to the ChildCare Education Institute October Newsletter. This month, Rae Pica discusses 'Movement, Play and Physical Activities!'

Most people can understand how physical activity impacts a child's physical, and even social/emotional, development.  But intellectual development?  What could movement possibly have to do with learning?  After all, schools - where most of the child's learning is supposed to take place - are our prime promoters of inactivity.  If movement were critical to learning, wouldn't the schools be employing it?

Certainly, you'd think so.  Those who've understood the connection between moving and learning for a long time have been waiting just as long for the educational "revolution".  And yet, not only is movement in the classroom a rarity, but also physical education and recess are being eliminated as though they were irrelevant to children's growth and development.  Perhaps the revolution will only finally arrive when parents become aware of movement's role in learning and begin to insist that the schools provide opportunities for movement, play, and active learning!

Thanks to advances in brain research, we now know that most of the brain is activated during physical activity - much more so than when doing seatwork. In fact, moderate- to vigorous-intensity physical activity increases blood vessels that allow for the delivery of oxygen, water, and glucose to the brain.  This "brain food" can't help but optimize the brain's performance!

Besides, movement is the young child's preferred mode of learning - because they best understand concepts when they are physically experienced.  For example, children need to get into high and low, small and large, wide and narrow shapes to truly understand these quantitative concepts.  They need to act out simple computation problems (demonstrating the nursery rhyme "Three Little Monkeys" to discover three minus one equals two) to comprehend subtraction.  They have to take on the straight and curving lines of the letters of the alphabet to fully grasp the way in which the letters should be printed.

All of this, of course, contradicts the longstanding and much-loved belief that children learn best when they're sitting still and working quietly at their desks.

It is a huge mistake to think the mind and body are separate entities.  The truth is that the domains of child development - physical, social, emotional, and cognitive - overlap and interrelate.  So, when a child learns something related to one domain, it impacts the others.
As an early childhood professional, you're in the perfect position to help parents understand the roles of movement, play, and physical activity in the overall development of their children!
This article 'Movement, Play & Physical Activities' is written by well known author and national trainer, Rae Pica.  Rae has written coursework featured in the CCEI Course Catalog including CCEI122: Active Learning in Early Childhood. This and other courses are available to assist teachers in implementing developmentally appropriate physical activities in the early childhood classroom.
This month, log in to the CCEI Discussion Thread and share your ideas for building movement, play and physical activities into the curriculum in your classroom!
Early Movement and Learning
By: Rae Pica 
"We have spent years and resources struggling to teach people to learn, and yet the standardized achievement test scores go down and illiteracy rises. Could it be that one of the key elements we've been missing is simply movement?" (Hannaford, 1995, p. 16) Thanks to new insights in brain research, we now know that "early movement experiences are beneficial to optimal brain development" (Gabbard, 1998, p. 1). In fact, early movement experiences are considered essential to the neural stimulation needed for healthy brain development. Still, many early childhood professionals are reluctant to incorporate movement into the curriculum. They may feel there just isn't enough time in the day or they may lack a gym or other such space in which to conduct movement activities.
Read Article
Article Courtesy of Early Childhood News
The Purpose of Play
By: Krystyann Krywko
  The purpose of play is often misunderstood in the early
  childhood classroom. Comments such as, "I can't believe I
  spend money to have my kid play with sand and water," or
  "My child is in preschool, but it is really more like babysitting.
  They don't teach him anything, he just plays all day!" are often
  heard by early childhood educators. Comments (and attitudes)
  like these can make it difficult to justify a play-based program
  to parents who often expect "more for their money."  
  Read Article
  Article Courtesy of Early Childhood News
CCEI Gives Child Care Staff Access to Professional Development Library in Honor of Step Up for Kids Week 2009!
CCEI provided 2000 hours of professional development to early childhood staff in honor of Step Up for Kids Week 2009! Step Up for Kids Week was an opportunity for CCEI to recognize and reward early childhood professionals, teachers, center directors and staff for the valuable role they play in the development of children. Thank you to the early childhood professionals who took advantage of this great opportunity to enhance their knowledge base, which enhances the quality of care given to children.
CCEI Announces Two New Online Professional Development Courses Authored by Dr. Vicki Folds
Promoting emerging literacy skills is an important part of a child's development. CCEI introduces two new courses that give teachers approaches for promoting these skills.

CUR101: Tray Tasking - An Approach to Emerging Reading and Writing Skills defines approaches for promoting whole body integration while developing reading and writing skills. CUR102: Environmental and Functional Print discusses literacy awareness and ways to enrich literacy skills in the preschool classroom by using commonly found materials.

Both courses are authored by Dr. Vicki Folds, an expert in early childhood education with over 25 years of experience. Dr. Folds currently serves as Chairman of the Child Development and Education Program Advisory Committee at Broward Community College. She also serves on the Editorial Boards for the National Association for the Education of Young Children (NAEYC) and the Southern Early Childhood Association (SECA).

This Month's CCEI Radio Interview: Rae Pica and Caron B. Goode
'Are You Mislabeling an Intuitive Child?'
This month, CCEI Radio features an interview with Rae Pica and Caron B. Goode, 'Are You Mislabeling an Intuitive Child?'. In this interview, Rae and Caron discuss intuitive intelligence and how parents and teachers can adjust traditional teaching approaches to benefit these children at home and in the classroom. Both parents and teachers should listen to intuitive children to learn about their thoughts and feelings, and to discover the ways in which they learn the best. Listen today and learn how to recognize an intuitive child and ways that you can encourage their creative tendencies.
Rae Pica, Executive Director - Moving & Learning, is an internationally recognized educational consultant specializing in early childhood physical activity. Rae is also a contributing author of CCEI professional development coursework. Caron B. Goode, Ed.D., became interested in childhood development after teaching in a special education classroom. She has worked as a research consultant for the National Headquarters of Special Olympics and currently works with children and families in a private psychotherapy practice. Dr. Goode is the author of 'Raising Intuitive Children'.
Listening to CCEI Radio is easy! Go to www.cceionline.com and click the CCEI Radio button on the right hand side of the website. Make sure to check CCEI's website every month for a new interview that is relevant to your career in the early childhood industry.
Ruth Maggard
Kent, Ohio 
Ruth is a recent graduate of CCEI's Online Self-Study CDA Certificate Program. Ruth began her career in education as a substitute before she was hired as a preschool teacher. After completing her CDA program with CCEI, she applied to the Council for Professional Recognition and was awarded her CDA Credential.
Completing her CCEI CDA program gave her the confidence and skills to fulfill her life long dream of owning a child care center. Currently, the center is running as a tutoring program focusing on 3-5 year olds. Ruth loves coming to work everyday because the children always make her smile. Recently, Ruth incorporated movement and health into her curriculum. The children come to school in fitness attire, learn about
muscles, healthy eating and participate in fun filled
movement activities.
In her spare time, Ruth enjoys going to the movies and bowling with her husband and two children. In the future, Ruth plans to pursue her Associates Degree in Early Childhood Education and continue to run her child care center.
Congratulations Ruth, on all of your recent accomplishments and your contribution to the early education of children in your care.
Annual, unlimited professional development subscriptions, only $99!
CCEI offers over 100 online, IACET CEU awarded professional development courses that meet continuing education requirements. CCEI has a course offering in English and Spanish and courses are accessible 24 hours a day, 7 days a week, 365 days a year from any computer with Internet access.
CCEI has an articulation agreement with Ashford University, giving CCEI students the opportunity to articulate completed coursework to Ashford University for college credit.  Fifteen (15) clock hours of completed CCEI professional development coursework translate to one (1) unit of elective credit at Ashford University.

Purchase or Renew a Center-Based Subscription and Get Extra Access Time!
Directors, center-based subscriptions are a great way to manage and administer continuing education for your staff. CCEI's Center-Based Subscriptions, available for 20 and 50 users, allow you to provide training for as little as $20 per teacher for the entire year. In October, purchase a Center-Based Professional Development Subscription and we'll extend the expiration date to December 31, 2010. That's an additional two months of access to over 100 courses that meet annual training requirements, at no additional cost!

For more information, contact Admissions at 800.499.9907 or click here to enroll online.
Complete CDA Coursework Online with CCEI!
CCEI's Online CDA Certificate programs meet the clock hour training requirement of The Council for Professional Recognition, needed to apply for the National Child Development Associate (CDA) Credential. CCEI's CDA Certificate programs focus on the six CDA Competency Standards established by The Council and contain the required hours in each of the eight specified content areas.  Each hour of completed coursework is awarded 0.1 IACET CEU. CCEI offers three CDA programs. The CCEI Online Self Study CDA is designed for students who are comfortable with an online learning environment and can successfully complete work independently.  The Online Instructor Supported CDA Certificate, available in English and Spanish, provides students with extra support from a CCEI Education Coach (EC).  Each EC is an early childhood specialist and has previous experience working in a child care center or school. Students seeking college credit should enroll in the College Credit Eligible CDA Certificate program for the opportunity to earn 26 quarter-hour credits at Kendall College.

Click here to enroll online.
October 25, 26, 27. National Black Child Development Institute 2009 Annual Conference, Atlanta, Georgia.
November 18, 19, 20, 21. National Association for the Education of Young Children Annual Conference and Expo, Washington, D.C. Visit CCEI in Booth 1815!

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