“Role Reversal” Approach in Movement Education: Promoting Conceptualization Abilities

By Ofra Walter.

Published by The Learning Collection

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Article: Print	$US10.00
Article: Electronic	$US5.00

This research explores the influence of using Role Reversal Approach (RRA) while developing KI - kinaesthetic intelligence in the teaching process of 16 Basic Cognitive Concepts to pre-school and school children. The program was designed for Early Childhood student- teachers and was implemented in preschool first and second grade by the students during their pre-service training in a representative school in the north of Israel. Students were trained by school teachers in practice and supervised by the pedagogical instructor who conducted the research. The program constituted of movement education sessions, aimed at internalizing through the RRA technique 16 basic cognitive concepts (BCC) that were derived out of four movement components (body, space, time and weight). The research used both quantitative and qualitative tools (a concepts’ questionnaire, interviews and observations), to measure the effects of the approach on children’s understanding of basic concepts. The results indicate that the RRA approach enhances understanding and abstraction of all the concepts. Improvement was more significant amongst preschool than school children.

Keywords:	Movement Education-me _Bcc-basic Cognitive Concept_ Role Reversal Approach-rra _ Cq-concept Questionnaire

The International Journal of Learning, Volume 16, Issue 9, pp.433-450. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.610MB).

Dr. Ofra Walter

lecturer, Education, Ohalo College, Rakefet, Israel

My professional experience as a teacher in general and in teaching Movement Education in particular has been gained in the encounter with different populations from different cultures both in Israel and in the United States while performing different roles in these countries. These populations have influenced my teaching methods and approaches and my professional development. They have enhanced my belief that movement serves as a bridge between cultures, thus connecting non-verbal and verbal language. These facts have made me curious seeking to research this domain. The developmental cycles in the professional domain have led me to encounters with a variety of learners: children of different ages, movement teachers trained by me, student-teachers and early-childhood teachers.

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