2. After observing the children who were pretending to
be dogs as they crawled around with dress-up shoes
on their hands we decided to plan a movement
activity where they could pretend to be other animals.
The first day we played two Greg & Steve Songs:
Animal Actions and Animal Actions II
Some of the children joined in immediately and
others stood back and observed.

3. The songs have transitions between the actions and the chorus. During the chorus
Austin, 32 months, Zachary and Juliet shake, sway from side to side, stomp their feet
to the music and run. As the song progresses, they hold hands as they dance during
the chorus. By the end of the first song, they are able to sing parts of the chorus.
All three children are further developing gross motor skills as they sway from side to
side, shake, stomp their feet and run. They are also developing spatial awareness as
they dance in close proximity to each other. They are developing cognitive skills as
they move to the beat of the music and remember the words to the song. Socially,
they are developing cooperation skills when they hold hands as they dance.

4. In this clip, with Kate, Juliet, Joey,
Zachary, Catherine, and Austin move
like cats, meowing as they crawl. They
transition quickly back to the chorus
where they shake and move. Austin
says, “Animal Action” with the song.
The group transitions to hopping like a
frog less quickly. After watching Kate
hop, Joey begins to crouch down and
pop up. A few of the children make a
“ribbit” sound. Evan and Ella observe
the other children as they pretend to be
animals.
Please click on the picture to start the video
In this clip, Juliet, Joey, Zachary and Austin are further developing gross motor skills
as they crawl and jump and dance. They are also developing spatial awareness as
they move around the floor in close proximity to each other. Emotionally, Evan and
Ella are developing independence in their decision to observe the other children
dancing. Socially, the children are learning respect for each other they move
around each others’ bodies. The children are further developing expressive
language skills as they when they make the sounds of the animals they are
pretending to be. They are developing receptive language skills as they follow the
actions of the song. Cognitively, they are developing an ability to pretend with out
the use of objects.

5. Juliet and Austin make
elephant actions in this picture.
Juliet moves her hand like a
trunk next to her head. Austin
puts his arm near his nose and
moves his arm as he bows up
and down. They both make an
elephant sound as they make
the motions.
Juliet and Austin are developing gross motor skills as they move their bodies like
elephants. They are developing language skills as they make the sounds of an
elephant. Additionally, they are developing receptive language skills as they follow
the motions of the song. Emotionally, they are developing self-esteem as they are
able to make the animal actions. Socially, they are establishing respect for each
others’ space as they make their motions with enough space so they don’t touch
each other. Cognitively, they are further developing an ability to pretend in a more
abstract way.

6. Joey, Juliet, Zachary and Catherine flap their arms
like the wings of a bird. The classroom is full of
the sounds of little birds, “tweet, tweet, tweet,
tweet.” Catherine and Zachary walk around the
room as they flap their arms while Joey and Juliet
stand in about the same spot.
Joey, Juliet, Zachary and Catherine are
developing language skills as they
make the sounds of birds. Physically,
they are developing gross motor skills
as they flap their arms and walk around the classroom. They are also developing
spatial awareness as they move around each others’ bodies while they flap their
arms. Socially, they are learning respect for each others’ space. Emotionally, they
are developing self-esteem as they gain the ability to pretend to be different animals.

7. Catherine encourages Gracie
to come join the dancing.
Gracie takes her had and
begins to bounce up and
down.
Catherine holds Gracie’s
hand and helps her walk
closer to the group.
Gracie laughs and again
bounces up and down to
the music.
Catherine lets go of
Gracie’s hand. Gracie
bounces on her own as
she tries to keep her
balance.
Gracie begins to stamp her
foot as holding her arms.
When she notices
Courtney she begins to
laugh and walks towards
her.
Catherine and Gracie are developing social skills as Catherine offers to help and Gracie accepts.
Emotionally, Catherine is developing empathy as she helps another child. Gracie develops self-esteem
as she is able to join in the dancing with a steadying hand from Catherine. Physically,
Gracie is developing gross motor skills as she balances herself while she bounces and stomps her
foot. Cognitively, Gracie is imitating the other children’s actions . Gracie is developing receptive
language skills as she begins to follow along with the song.

8. Catherine, Zachary, Juliet and Joey gallop and neigh like
horses. At first they follow the leader and then they all
gallop off in different directions. Joey starts out his gallop
as a run and then quickly changes it to a gallop as he
watches the other children.
Catherine, Juliet, Zachary, and Joey are all developing language
skills as they neigh like a horse. They are also developing
receptive language skills as they follow the motions of the song.
Joey is developing cognitive skills as he imitates
the other children’s actions. Physically, they are
all developing gross motor skills as they gallop
and run. Socially, they are developing respect for
each others’ space. Emotionally, they
are further developing their self-esteem
as they gain the ability to
accomplish the tasks they have set
out to do.

9. For additional exploration, we sat down with the
children and talk about the animals we had pretended
to be.
Then we asked the children what other animals we
could pretend to be.
We made two lists:
Animals from the songs
Additional animals we pretended to be

10. To begin the exploration, we
planned a group time. First, we
asked the children what animals
we had pretended to be already.
Elephant and Horse were the first
two the group remembered. Kate
helped them to remember the rest
by giving physical description and
sound hints. After this first
discussion, we asked each child
individually what animal they
would like to pretend to be.
Socially, this activity help the children practice turn-taking and respect for others’
time. Cognitively, the discussion further developed their ability to recall what we
had done the previous day. Emotionally, the children practiced patience as they wait
their turns. Additionally, they further developed self-esteem when they were able to
choose the animal they wanted.

11. Aaron was the first child to choose an animal. He chose a
zebra. We asked if a zebra walks on 2 legs or 4 legs. Aaron’s
response was 4. We also asked what sound a zebra makes
and his response was “neigh.” We then asked how a zebra
moves. Aaron rolled onto his hands and knees and he
crawled around the room. Juliet and Zachary follow Aaron’s
actions and sounds.
Cognitively, Aaron is recalling information he has learned
previously. Emotionally, his self-esteem was enhanced as
he lead the group in the actions of a zebra. He is further
developing his expressive and receptive language as he
converses about the traits of a zebra. Physically, Aaron,
Juliet and Zachary are further developing gross motor skills
as they crawl like zebras on the floor. They are also
developing spatial awareness as they crawl on the floor
with out bumping into each other or the furniture. Juliet
and Zachary are developing social and cognitive skills as
they follow Aaron’s actions.

12. Austin’schose next. He chose a cow. We asked the same
questions of him that we asked of Aaron. Austin’s
answered 4 legs and “moooooooo”. When we asked how
the cow walks, he rolled over onto his hands and knees
and crawled on the floor repeating, “mooo, mooo,
moooo.”
Aaron, Tessa, 34 months, and Juliet followed Austin as he
pretended to be a cow.
Cognitively, Austin is recalling information he has learned
previously. Emotionally, his self-esteem was enhanced as
he lead the group in the actions of a cow. He is further
developing his expressive and receptive language as he
converses about the traits of a cow. Physically, Austin,
Aaron, Tessa and Juliet are developing spatial awareness
as they avoid bumping in to each other and furniture
when they crawl. They are further developing gross
motor skills as they crawl like cows on the floor. Aaron,
Tessa, and Juliet are developing cognitive and social skills
as they follow the directions Austin has shown.

13. Juliet decided they should
pretend to be Kangaroos.
When asked how a kangaroo
moves she said, “Kangaroos
hop.” Then she stood up and
hopped up and down with two
feet. Austin, Juliet, Aaron,
Juliet and Zachary hop up and
down with two feet. Austin
hops around in a circle. Juliet
and Aaron hop in place. Tessa
and Zachary move around as
they hop. As they are hopping
they repeat, “Hop, Hop, Hop,
Please click on the picture to start the video. Hop,
Juliet is developing receptive and expressive language when she listen to and
answers the question about kangaroos. She is also further developing her self-esteem
as she leads the group in the actions of the kangaroo. Juliet, Austin, Aaron
and Zachary are developing gross motor skills as they hop up and down on 2 feet.
They are developing expressive language as they repeat “hop, hop, hop.” Socially
and cognitively they are developing the ability to follow directions as Juliet shows
them how a kangaroo hops.

14. Zachary chose to pretend to be
a dog. When asked what a dog
says, he replied, “woof, woof.”
When asked how a dog moves,
he rolled onto his hands and
knees and crawled on the
floor. Austin, Aaron, Tessa
and Zachary crawl on the floor
barking at each other. As they
get more excited their barks
change to sound more like yips
similar to a dog.
Please click on the picture to start the video.
Zachary is further developing his self-esteem as he chooses the animal and leads the
group in the action of a dog. He is developing his receptive and expressive language
as he listens to and answers the questions posed to him. Austin, Aaron, Tessa and
Zachary are further developing their gross motor skills as they crawl like a dog.
Additionally, they are developing spatial awareness as they maneuver around each
other and the furniture. Socially and cognitively, they are developing the ability to
follow the directions given by another person.

15. Tessa decides the children should pretend to be tigers. When asked what a tiger
says the whole group replies, “Roarrrrr.” As this video starts, Austin is crawling in a
circle and roaring. Tessa notices he is crawling by himself, looks at Zachary and
then crawls towards Austin. Zachary follows. Zachary and Tessa growl at Austin
and he growls back at them. Then Austin crawls away. Tessa and Zachary follows.
Please click on the picture to start the video.
Tessa is further developing self-esteem
as she chooses the animal
and leads the other children in the
actions. The whole group is
developing expressive and
receptive language as she listens to
and answer questions about
tigers. Austin, Zachary and Tessa
are developing gross motor skills
as they crawl on the floor and
spatial awareness as they
maneuver through the room.
They are developing socially as
they interact as tigers through
their conversation-like
interactions. Cognitively socially,
they are developing the ability to
follow the directions of another
person.

16. Through this movement exploration the children have
further developed skills in the areas of Physical, Language,
Emotional, Cognitive and Social development.
The children were very interested in the actions of
animals.
The lists of animals is now hanging in the classroom with
pictures next to the animals. All of the children revisit this
daily, moving and sounding like the animals they choose
to.
Pictures have become a powerful tool in our classroom for
language acquisition and conversations with and among
children.