Key words: movement education, inclusive pedagogy, reflective practice, early years Aims and rationale Movement education is a surprisingly under-used pedagogy in the early years, despite the widely recognised importance of physical activity for underpinning children’s holistic development. Findings from neuroscience confirm the significance of affective engagement for cognition (Iverson 1996), with positive editing of playful experiences on the brain. There is currently considerable interest in creative approaches to learning and ‘possibility thinking’ (Craft 2001); additionally there are concerns with social cohesion and children’s physical health. This paper presents preliminary findings on research towards a ‘best practice’ approach to embed and promote movement as inclusive pedagogy within early primary initial teacher training. The study runs from January 2008 to July 2009, and is being supported by the Training and Development Agency in the UK. It is being replicated in two contexts: by Anglia Ruskin University in England, and Ohalo College in Israel, to highlight inter-cultural and collaborative aspects and provide an international dimension. An established body of work exists in movement education, originating from Rudolf Laban in the 1930s; one of his protégés, Veronica Sherborne (1990) applied principles in relation to those with special educational needs (SEN). This is currently being revived with international applications co-ordinated by Sunfield Professional Development Centre and Research Institute in the UK (Hill 2006, Marsden and Egerton 2007). Rizzolatti et al (2006) have indicated the significance of mirror neurons for imitating human action – a crucial bridge to learning, especially in early development. For young children and those with SEN at earlier stages of learning, this is particularly significant. For example, Ramachandran & Lindsay (2006) highlighted the fragmentation of mirror neurons in autism and its undermining effect for imitation of human behaviour, and proposed the need to repair this as a rationale for physical intervention through movement. Movement is crucial for developing all children’s attention, balance and co-ordination, essential for future study skills (Goddard-Blythe, 2000). Active learning contexts through movement experiences have been shown to enhance basic cognitive concepts in typically developing young children (Walter 2007). She and others (Walter 2007, Gough 1993, Peter 1997) advocate use of an empowering role reversal approach; Alexander (2005) has identified the value but relative under-use of dialogic pedagogy based on negotiated learning. Walter (2007) additionally identified the value of movement for forging relationships between trainees, children and mentors alike. Related research objectives therefore are: • to evaluate the effectiveness of a pilot developmental programme in inclusive movement education for initial early years trainees • to develop trainees’ ability to use movement to identify, assess and address children’s holistic learning needs • to evaluate the contribution of movement education on developing the ability of early primary trainees to use evidence from a variety of sources to inform their reflective practice in inclusive contexts • to evaluate implications for working collaboratively with other specialist agencies to enhance provision for trainee teachers in higher education

Methodology The project is focusing on the introduction of movement education and issues subsequently in its implementation in inclusive early primary settings. University-based movement training sessions with 30 level one trainees in both the British and Israeli context are videoed and evaluated by trainees and the two tutors in each country. Following rigorous ethical procedures, a small number of trainees (3-4 as case studies in each country) are then being tracked on their learning journey in using movement in schools, to identify and address children’s holistic needs. Trainees maintain reflective narrative diaries, as well as complete planning and assessment documentation. They also participate in triangulated evaluation of their movement teaching with their school mentor, and with the tutors who visit the research sites and review teaching sessions in schools recorded on video. Analysis and evaluation of data is carried out collaboratively between the tutors in the two countries, and with Sunfield as a third research partner

Outcomes The project will highlight gains and issues in implementing and sustaining movement in practice. This will include aspects for collaborative working between trainees, mentors, university staff and research partner colleagues. The intention ultimately is to devise a training pack comprising a series of training workshops (on DVD). The value of movement education for both Initial Teacher Training and Continuing Professional Development will be evidenced through anticipated perceived benefits on the developing reflective inclusive practice of trainee early primary teachers, and the responses of the children. This project will directly inform SEN/inclusive Early Years training for ITT, CPD and multi-disciplinary courses for related fields run by universities and other providers, and how this may be cascaded through partner schools and regional networks.