Search

Learning to move and moving to learn are vital aspects of every child's growth and development. Physical therapists and educators have consistently advocated the importance of being involved in a range of movement activities and games. Movement can provide an avenue for learning and interaction with others and can be linked to language and creative development. Children with Down syndrome (DS) often have a variety of health related problems and movement difficulties that may limit such opportunities. This article briefly outlines the perceptual-motor challenges typically faced by children with DS. Then, a framework for enhancing motor behavior using creative dance and Laban's concepts of movement is presented. (Contains 1 figure.)

Copyright of Physical & Health Education Journal is the property of PHE Canada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article describes the essential elements of dance movement reconceptualized for children with Down Syndrome (DS) by Rudolph Laban, a pioneer movement theorist. Laban's core concepts of space, weight, time, and flow could be used with a movement education approach to provide ideal framework within which children with DS can learn to move. This framework contains four core concepts that include the development of an awareness of body, space, and effort, the development of the language movement, sufficient time for exploration and practice, and communication and interaction with others. Such framework is recognized in the need for physical activity planning and programming that must be initiated in the early stage of the life of children with DS.