Mike Kuczala is a keynote speaker, professional development facilitator, president of Kuczala Consulting, and chief executive officer for Regional Training Center. Lynne Kenney is an international educator, researcher, and a pediatric psychologist on the language and cognition team at Wellington-Alexander Center for the Treatment of Dyslexia, Scottsdale, Arizona.

• ContentsForeword: Why Movement Matters: What Every Teacher, Clinician, and Parent Should Know About Children’s Brains Cindy Hovington  vAcknowledgments  viiIntroduction  1Mike KuczalaPart I: What to Know1.  Light a Fire! The Scientific Basis for Integrating Movement Into School and Clinical Settings  7Lynne Kenney, United States2.  Physical Activity, Neuroplasticity, and Brain Growth: The Key Connections  20Ty Melillo, United States3.  Enhancing Sensory-Motor, Cognitive, and Social Skills in Young Children Through Physical Activity  32Joann McFee, Kelly Barnhart, and Lynne Kenney, United States4.  Using Music Interventions to Strengthen Cognition, Co-regulation, and Self-Regulation: The Pre-K SEND Program  51Angelo Molino with Lynne Kenney, United StatesPart II: What to Do (Academic Development)5.  Implementing Cognitive-Physical Activities to Strengthen Executive Function Skills for Better Learning and Behavior  67Lynne Kenney with Mike Kuczala, United States6.  Using Movement and Music to Enhance Language and Reading Skills in Young Children  92Stacy Fretheim, United States7.  Handwriting and Movement: Addressing Delays and Difficulties  109Mary Mountstephen, UK8.  Activity Gym and Cross-Body Activities for Children  126Piero Crispiani and Eleonora Palmieri, Italy9.  The Kinesthetic Classroom: Teaching and Learning Through Movement  141Mike Kuczala, United StatesPart III: What to Do (Self-Regulation and Social-Relational Development)10.  Rhythm and Movement for Early Childhood Self-Regulation Development  153Kate Williams, Australia11.  “MovementWorks” for Neurotypical and Neurodivergent Learners  167Ali Golding, UK12.  Promoting Social Connections Through Group Activities  186Andy Milne, United States13.  Creating Meaningful Movement Experiences Before, During, and After School  198Andy Vasily, BelgiumConclusion: Putting It All Together So Kids Will Move More to Learn More  211Mike Kuczala, United StatesAfterword: The Pediatric Perspective of the Family Experience and Why Returning to Our Roots in Pediatrics Matters for Children Ronald S. Fischler  215Index  217About the Editors and Contributors  226

Mike Kuczala is a keynote speaker, professional development facilitator, president of Kuczala Consulting, and chief executive officer for Regional Training Center. Lynne Kenney is an international educator, researcher, and a pediatric psychologist on the language and cognition team at Wellington-Alexander Center for the Treatment of Dyslexia, Scottsdale, Arizona.

• ContentsForeword: Why Movement Matters: What Every Teacher, Clinician, and Parent Should Know About Children’s Brains Cindy Hovington  vAcknowledgments  viiIntroduction  1Mike KuczalaPart I: What to Know1.  Light a Fire! The Scientific Basis for Integrating Movement Into School and Clinical Settings  7Lynne Kenney, United States2.  Physical Activity, Neuroplasticity, and Brain Growth: The Key Connections  20Ty Melillo, United States3.  Enhancing Sensory-Motor, Cognitive, and Social Skills in Young Children Through Physical Activity  32Joann McFee, Kelly Barnhart, and Lynne Kenney, United States4.  Using Music Interventions to Strengthen Cognition, Co-regulation, and Self-Regulation: The Pre-K SEND Program  51Angelo Molino with Lynne Kenney, United StatesPart II: What to Do (Academic Development)5.  Implementing Cognitive-Physical Activities to Strengthen Executive Function Skills for Better Learning and Behavior  67Lynne Kenney with Mike Kuczala, United States6.  Using Movement and Music to Enhance Language and Reading Skills in Young Children  92Stacy Fretheim, United States7.  Handwriting and Movement: Addressing Delays and Difficulties  109Mary Mountstephen, UK8.  Activity Gym and Cross-Body Activities for Children  126Piero Crispiani and Eleonora Palmieri, Italy9.  The Kinesthetic Classroom: Teaching and Learning Through Movement  141Mike Kuczala, United StatesPart III: What to Do (Self-Regulation and Social-Relational Development)10.  Rhythm and Movement for Early Childhood Self-Regulation Development  153Kate Williams, Australia11.  “MovementWorks” for Neurotypical and Neurodivergent Learners  167Ali Golding, UK12.  Promoting Social Connections Through Group Activities  186Andy Milne, United States13.  Creating Meaningful Movement Experiences Before, During, and After School  198Andy Vasily, BelgiumConclusion: Putting It All Together So Kids Will Move More to Learn More  211Mike Kuczala, United StatesAfterword: The Pediatric Perspective of the Family Experience and Why Returning to Our Roots in Pediatrics Matters for Children Ronald S. Fischler  215Index  217About the Editors and Contributors  226

Mike Kuczala is a keynote speaker, professional development facilitator, president of Kuczala Consulting, and chief executive officer for Regional Training Center. Lynne Kenney is an international educator, researcher, and a pediatric psychologist on the language and cognition team at Wellington-Alexander Center for the Treatment of Dyslexia, Scottsdale, Arizona.

• ContentsForeword: Why Movement Matters: What Every Teacher, Clinician, and Parent Should Know About Children’s Brains Cindy Hovington  vAcknowledgments  viiIntroduction  1Mike KuczalaPart I: What to Know1.  Light a Fire! The Scientific Basis for Integrating Movement Into School and Clinical Settings  7Lynne Kenney, United States2.  Physical Activity, Neuroplasticity, and Brain Growth: The Key Connections  20Ty Melillo, United States3.  Enhancing Sensory-Motor, Cognitive, and Social Skills in Young Children Through Physical Activity  32Joann McFee, Kelly Barnhart, and Lynne Kenney, United States4.  Using Music Interventions to Strengthen Cognition, Co-regulation, and Self-Regulation: The Pre-K SEND Program  51Angelo Molino with Lynne Kenney, United StatesPart II: What to Do (Academic Development)5.  Implementing Cognitive-Physical Activities to Strengthen Executive Function Skills for Better Learning and Behavior  67Lynne Kenney with Mike Kuczala, United States6.  Using Movement and Music to Enhance Language and Reading Skills in Young Children  92Stacy Fretheim, United States7.  Handwriting and Movement: Addressing Delays and Difficulties  109Mary Mountstephen, UK8.  Activity Gym and Cross-Body Activities for Children  126Piero Crispiani and Eleonora Palmieri, Italy9.  The Kinesthetic Classroom: Teaching and Learning Through Movement  141Mike Kuczala, United StatesPart III: What to Do (Self-Regulation and Social-Relational Development)10.  Rhythm and Movement for Early Childhood Self-Regulation Development  153Kate Williams, Australia11.  “MovementWorks” for Neurotypical and Neurodivergent Learners  167Ali Golding, UK12.  Promoting Social Connections Through Group Activities  186Andy Milne, United States13.  Creating Meaningful Movement Experiences Before, During, and After School  198Andy Vasily, BelgiumConclusion: Putting It All Together So Kids Will Move More to Learn More  211Mike Kuczala, United StatesAfterword: The Pediatric Perspective of the Family Experience and Why Returning to Our Roots in Pediatrics Matters for Children Ronald S. Fischler  215Index  217About the Editors and Contributors  226