I have an MS Ed in Curriculum Design and Development, and a BS as a physical education specialist. I have done extensive work in Early Childhood; primarily with preschoolers in the area of motor skill development, new research brain based psychomotor learning, and sensory motor development. I am an advocate for young children, and am extremely concerned about the lack of physical activity and the rise in Early Childhood obesity. Additionally, I address the social problems that accompany overweight and obese children, as well as the problems of children who just don’t seem to fit in because of poor coordination and lack of motor skill development.

I conduct workshops for school districts to train the classroom teacher in ways to incorporate more brain-compatible instructional strategy concepts into the classroom. My specific focus is on movement, music, and manipulatives, all fundamental to the recent research on Brain based Learning and the mind/movement connection. These concepts are critical for teachers of young children to be aware of, in order to access the window of opportunity within the developmental growth stages of young children. As such, I have been a Clinician for the National Association for Education of Young Children, (NAEYC), CaliforniaAEYC, WashingtonAEYC, and I was the 2002 General Conference Director for the Association for Childhood Education International, (ACEI). I have also written a preschool motor development curriculum guide that has been purchased by schools nationally, and internationally.

Additionally, my most recent works include the publication of the teacher resource book, Read! Move! Learn! by Gryphon House and coauthored by Carol Hammett. I have also co-produced with Dinonastics, an Early Childhood “flat rope jumping” CD called “Rowdy Ropes”, and an accompanying guide which may be purchased through KIMBO Educational. I am currently writing an action curriculum guide for classroom teachers, and am in the process of producing another CD using Scarves, Hoops, and Streamers.

Mission

My mission is to conduct staff training workshops that demonstrate how to incorporate more sensory motor skills and physical activities into the daily lesson plans through mind/motor movements, thus enabling children to become more successful in school. I have worked with literally thousands of preschoolers who have taught me so much about how they learn best, and it is NOT by sitting in a chair and listening to someone.

Schedule-Workshop Availability

Please phone 760-533-5154 or E-mail NickiGeigert@aol.com to book the month and day(s) of your requested workshop.

If you have a special request regarding time and workshop topic that you would like to have addressed, I am happy to work with you to provide a workshop that specifically addresses the needs of your staff.

Article/Book Recommendations

Caine, R. N., & Caine, G. (1990). “Understanding a Brain Based Approach to Learning and Teaching.” Educational Leadership, 48(2), 66-70.
Caine, R., & Caine, G. (1994). Making Connections: Teaching and the Human Brain
Diamond, M. & Hobson, J. (1998). Magic Trees of the Mind..
Given, Barbara K., Teaching to the Brain Natural Learning Systems
Gordon and O'Keefe, J. &. N. (1978). The Hippocampus as a Cognitive Map.
Hannaford, Dr. Carla, Smart Moves: Why Learning is Not All in Your Head
Jensen, Eric, Brain Based Learning
Jensen, Eric, Music with the Brain in Mind
Kranowitz, Carol Stock, The Out-of-Sync Child
Maria Montessori, The Absorbent Mind, p. 33, 183.
Maria Montessori, The Montessori Method, pp. 213-215, 221
Maria Montessori, The Discovery of the Child, p. 144-145.
David Gettman, Basic Montessori, pp. 68-69.
Becoming a "Whiz" at Brain-Based Teaching. How to Make Every Year Your Best Year by Marilee B. Strenger

Benchmarks

National Standards for Physical Education:

1. Demonstrates competency in many movement forms and proficiency in a few movement forms.
2. Applies involvement concepts and principles to the learning and development of motor skills.
3. Exhibits a physically active lifestyle.
4. Achieves and maintains a health-enhancing level of physical fitness.

These Benchmarks are applied in the following workshops and are critical to the developmental steps that young children need to go through that will positively impact their cognitive development along the way.

Workshops

Workshops are generally 1-2 days, in order to maximize the learning of the teachers involved in the workshop. Some workshops are half day workshops, which is approximately 3 hours. The workshops are primarily hands on and active. The following workshops are currently being offered:

• Music, Movement and the Mind
  Brain research suggests that what makes us move is also what makes us think. Physical activity builds the framework for cognition and proper brain development. This interactive presentation will demonstrate how a physically active curriculum gives children an advantage in learning and enhances student performance. It also provides a checklist of the following sensory motor concepts that will give the teacher insight for helping children to learn at peak performance.
  
  

  1.	Space Discrimination: Personal space, General or empty space, Shared space
  2.	Size: Big (stretched), Medium (mid-space), Small (tiny space)
  3.	Levels: High, Middle, Low
  4.	Directionality: Forward, Backward, Right, Left, Up, Down
  5.	Pathways: Curved, Straight, Zigzag
  6.	Focus: Single focus, Multi-focus
  7.	Tempo: Fast, Medium, Slow
  8.	Rhythm: Pulse, Pattern, Breathing
  9.	Force: Push/pull
  10.	Energy: Sharp, Smooth, Shake, Swing
  11.	Weight: Strong, Light, Heavy, Active, Passive
  12.	Flow Factor: Free, Bound
  13.	Body Parts: Head, Neck, Shoulders, Arms, Wrists, Elbows, Hands, Fingers, Hips, Pelvis, Waist, Trunk, Spine, Stomach, Legs, Knees, Ankles, Feet, Toes, Heels, etc.
  14.	Relationships: Over, Under, Around, Through, Above, Below, Beside, Between, Near, Far, In front, Behind, Inside, Outside, On, Off, Together, Apart, Alone, Connected.
  15.	Shapes: Curved, Straight, Angular, Twisted, Symmetrical, Asymmetrical
  16.	Balance: Off balance, On balance

 

• Sensory Motor Integration and Cognition
  According to the latest Brain research, thinking and moving are very closely linked. Through sensory motor activities, connections are made that provide the framework for cognition and more advanced brain development. Brain research also indicates that when a child’s motor skills are highly developed, the level of self esteem increases dramatically. Children become confident movers and doers.

  Additionally, studies show that the physical, mental, and emotional developmental qualities of young learners are so intertwined and inter-related, that when one area is affected, the other two areas are equally affected. Educators who understand how the brain works can teach more effectively. Some areas covered through music, games and physical activities are: Body Control (coordination), Laterality, Midline Crossing, Form Perception, Gross Motor Skills, Fine Perceptual Motor Skills, Psychomotor Skills, the Object Control Skills of: Hold/Carry, Lift/Put down, Push/Pull, Hand over Hand, Hand under Hand, Squeeze/Release, Throw/Catch/Strike/Kick, and Locomotor Skills of: Walk, Run, Gallop, Jump, Hop, Slide-step, Skip, and Leap.

  This workshop will include the critical sensory motor movement patterns and skills through use of games and music that demonstrate those developmental patterns, AND will summarize recent brain research that links movement to learning and will advocate, validate, educate and motivate!

• Read! Move! Learn! Developing Early Literacy and Language Skills through Music, Movement, and the Arts
  This fun workshop will cover read aloud stories and nursery rhymes that support storyline concepts, action vocabulary words and foundation of early literacy using music, movement, and the arts.

  Additionally, it will provide foundational information for the application of best practices as attendees explore, collaborate, and create exciting lessons for their children. For example, print awareness, print motivation, letter awareness, vocabulary, narrative skills and phonological awareness are most easily taught through games, songs, and play activities that replicate the words and concepts in any given story. By acting out action words such as over/under, around/through, beside/between, on/off, children, especially second English language learners, can more easily grasp meaning, understanding, and cause/effect relationships, both with literature pieces and separately. Recent research in early childhood education has confirmed the value of music and movement in learning. The activities support the latest brain research information in a fun informative way.

  By integrating literacy activities with music, movement, and some art experiences, teachers will have opportunities to think in new ways of incorporating all into the learning process.

  This workshop will also demonstrate how the ability to keep steady beat influences developmental concepts in language and literacy, and how reading with a syncopated rhythm enhances syllabic awareness. Additionally, by allowing young children to explore movement possibilities, both with and without music, in any given learning situation, they develop a sense of achievement, self-confidence and self-trust. Movement skills and motor activities provide a movement foundation and vocabulary that allows for learning more advanced motor possibilities, in addition to developing brain friendly skills for cognitive learning.

Contact

You may contact me at: NickiGeigert@aol.com
in order to schedule a workshop, or ask questions. I hope that I might be of help to you or your school. You may also contact me by phone: 760-533-5154.