★ Pollock, Joy, and Elisabeth Waller. “Dyslexia.” Day-to-Day Dyslexia in the Classroom, pp. 1–7.Chapter_1.

★ It has been proven that movement in the form of exercise can help children to learn, and more and more schools are incorporating them into their daily curriculum. Research is always being carried out to consider ways in which physical exercise can help dyslexic children and adults on a day to day basis. It is essential that students are presented the opportunity to participate in either P.E or recess daily.

#2 ~ Source

★ Braniff, Carrie Jean. “The Effects of Movement in the Classroom.” Networks: An Online Journal for Teacher Research, Vol. 13, no. 1, 2011, pp. 282–282.

★ Children engaged in daily physical education show superior motor fitness, academic performance, and attitudes toward school when compared to their counterparts who do not participate in daily physical education. There is research that indicates that implementing exercise activities throughout the day can help improve academic performance and reduce disruptive classroom and problem behaviors.

#3 ~ Source

★ Reilly, Erin. “Movement in the Classroom: Boosting Brain Power, Fighting Obesity.” Kappa Delta Pi Record, vol. 48, no. 2, 2012, pp. 62–66.

★ Physical education classes alone may not offer enough activity to promote learning and successfully curb obesity. Just as physical educators may reinforce academics during physical education class, classroom teachers can help give students more opportunities for physical activity by incorporating movement into academics throughout the school day.

#4~ Source

★ Eglinton, K. R. I. S. T. E. N. A. L. I. (2017). Art In The Early Years. Place of publication not identified: ROUTLEDGE.

★ Observations and experience indicate most educators recognize they should be having art experiences with children, but do not have a real understanding of how to teach art. Cognitive development applies to art in two respects. The child is constantly interacting with the environment, learning how to feel, look, and ultimately express. Looking at and creating art require a child at the encounter equipped with basic methods for decoding and creating symbols.

#5~Source

★ Broome, Jeffery L. Art Education. May 2013, Vol. 66 Issue 3, p39-46. 8p

★ Within the art room, other items were on display that symbolically represented Ms. Nancy’s personal interests and her relationships with students. These items included photographs of her pets and numerous potted plants. (Nearly all of Ms. Nancy’s students knew of her love for gardening, as she was the faculty co-sponsor of the Green Club that was involved in ecological projects and cared for several gardens to create a greener campus in the wake of the recent renovation.) Teachers who share appropriate information about their lives may actually help students to perceive them as “real people” and build positive relationships.

#6~Source

Art Education. Nov2012, Vol. 65 Issue 6, p12-17. 6p.

★  The kinesthetic-based art unit, central to this qualitative case study, was originally designed to address disparities in learning styles present in my art classroom. In particular, students who were generally disruptive during teacher-centered art instruction often focused easily during lessons infused with movement activities. It became imperative to include kinesthetic learners in art instruction in order to level the playing field.