Teaching creative movement to disadvantaged children

Includes bibliographical references (pages 56-60)This project is composed of three parts. Each\ud part is individual, but all parts are interrelated by\ud subject matter, purpose and conclusion.\ud The first part deals with theoretical ideas on\ud the importance of psychomotor activity for all young\ud children, especially disadvantaged young children.\ud The second part discusses general ideas about\ud creative movement being taught to disadvantaged young\ud children. It is also concerned with teaching basic\ud concepts and developing important qualities regarding\ud how the individual functions.\ud The third part is composed of lesson plans on\ud the subject of "Teaching Basic Concepts Through Creative\ud Movement for Disadvantaged Young Children." The\ud basic concepts included in the third section are: Big,\ud Small, Slow, Fast, In, Out, and a combination between\ud Big and Small, Slow and Fast, and In and Out. There\ud are ideas offered which may prove valuable to a teacher\ud working in this subject area to which she/he may add\ud onto, or just select some ideas from the overall plan.\ud The disadvantaged children mentioned in this\ud research paper are those whom the author had experience\ud with while working in "Mamlchti Gimel," a school for\ud disadvantaged children in Israel. The young children\ud encountered during the three years of work at "Mamlchit\ud Gimel" came from low income, poverty-stricken families\ud with many children. While working with these children,\ud it soon became apparent to this writer that they needed\ud much help and support in order to achieve their goals