Movement and Music: Developing Activities for Young Children, 1st edition

Published by Pearson (March 11, 2014) © 2015

  • Jere Gallagher
  • Nancy E. Sayre


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  • Embedded video links in the eText provide concrete examples of text concepts and show children and early child educators in action. (See pages 2, 83, and 269 for examples.)
  • Internet resources. Weblinks to further explore content related to the chapter. (See pages 100, 210, and 247 for examples.)

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Additional text features include:

  • The theme carried throughout the book focuses on:
    • Meeting individual needs.
    • Reciprocating environment and curriculum.
    • Integrating movement and music.
    • Involving family and community.
    • Getting guidance through assessment and standards.
  • Chapter objectives are matched to the guiding principles to tie the content of the chapter to the overall objectives of the book.
  • Motivating activities coupled with sound background knowledge:
    • More than just a book of activities, this guide thoroughly covers both the background knowledge and skills needed for understanding how to make the activities work in children’s lives.
    • M2 Fun sample activities throughout the chapters give teachers quick, engaging ideas they can integrate into a lesson, or use as an activity break to engage students. “M2” stands for Movement and Music. 
    • Demonstrate Knowledge, Skills, and Disposition authentic activities are related to learning outcomes and guiding principles and require the learner to apply the objectives of the chapter to planning learning objectives and activities for children.
    • Planning for Engaging physical activities and/or music standards at the end of the text provide three ways to practice the stand and show how to evaluate the learning.
    • Practice for Engaging the Learner activities at the ends of chapters provide on example that the learner has to use to develop two more ways to practice the standard.
    • Making Connections scenarios in each chapter illustrate the concept, skills, or knowledge developed in that chapter, giving students real-life examples of how to apply the material in the classroom.
  • Learning and understanding through example:
    • Chapter opening stories illustrate the concepts.
    • M2 Fun examples appear throughout.
    • End of chapter physical activities and/or music teach the standards.
  • Chapter 1:       Movement and Music Working Together to Create a Healthy Child
  • Chapter 2:       Developing Curriculum and Environments for Music and Movement
  • Chapter 3:       Music Provides the Rhythm for Movement and Healthy Lifestyle
  • Chapter 4:       Matching the Individual, Task and Environment to Enhance Learning
  • Chapter 5:       Movement Content During the Early Childhood Years
  • Chapter 6:       Dance and Music Healthy Lifestyle Partnership
  • Chapter 7:       Development of Gross Motor Skills for a Lifetime of Movement
  • Chapter 8:       Fitness and Nutrition Create a Healthy Lifestyle
  • Chapter 9:       Movement and Music Broadens Learning
  • Chapter 10:     Assessment, Evaluation and Engagement

Jere Gallagher is an associate professor and serves as Associate Dean in the School of Education at the University of Pittsburgh.  Dr. Gallagher graduated from Louisiana State University with a doctorate in motor development and motor learning with minors in developmental psychology and experimental statistics.  She has extensive experience in the physical activity of children. For over 25 years she developed and directed the Kinder Kinetics Program, a program for children with and without disabilities between the ages of 3- to 12-years of age.  The program received the 2008 United Cerebral Palsy’s 2008 Humanitarian Award.  Jere has also been the Chair of the Council on Physical Education for Children, the Motor Development Academy and the Youth Sport Coalition.  More recently she was a consultant for Head Start – Body Start. All these organization are part of the American Alliance for Health, Physical Education, Recreation and Dance.   Active in research, she currently studies the relationship between development of motor skills and participation in physical activity.  Her initial research, memory factors that influence motor skill learning in childhood, moved to a focus on attention and the development of balance control in children.  A second focus of her research is the relationship between children’s fitness level and cognitive function. 

Nancy Sayre is a retired professor of Early Childhood Education and Interim Dean of the College of Education and Human Services at Clarion University of Pennsylvania.  Her doctorate is from the University of Pittsburgh.  She has extensive experience in developing, directing, and teaching programs for young children such as the Earl R. Siler Early Childhood Child Development Complex at Clarion University. She has served on the board of the Jefferson-Clarion Head Start, the board of the National Coalition for Campus Child Care, and President of the Pennsylvania Association for the Education of Young Children.  Dr. Sayre and Dr. Gallagher had a book, The Young Child and the Environment, published in 2000 by Allyn & Bacon.

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