PROJECT FIRST STEP® is an experience-based program which concentrates on enhancing the fundamental physical movement skills which are necessary in order for optimum academic learning to take place.

FUNDAMENTAL PHYSICAL SKILLS

"Readiness for learning is not a state that comes
to all children automatically; rather the state must be attained.
For the child to attain redienss and to be successful with learning,
a number of skills and abilities must be developed."*

Project First Step's® fundamental physical skills include:

• BALANCE - Balance is the ability to be able to move your body under control. If I have poor balance, I may write poorly.
• GENERAL COORDINATION - General coordination is the ability to coordinate movement. If I have poor general coordination, I may not walk, run, or sit properly.
• BODY IMAGE - Body image means that if I don't know where a part of my body is, I can't use it effectively. If I have trouble knowing where my hands are, I may have trouble picking up a pencil.
• HAND-EYE COORDINATION - Hand-eye coordination is being able to use your hands and your eyes effectively at the same time. If I have poor hand-eye coordination, I may have trouble copying things.
• LATERALITY / DIRECTIONALITY - Laterality or directionality is knowing my left from right, top from bottom, and front from back. If I am not sure of my left and my right, I may not be able to tell the difference between "b" and "d".
• TACTILE TOUCH - Tactile touch is ability to feel objects as they are meant to be felt. If I am tactile deficient, the feelings which I get from my clothes, my desk, or a pencil will be irritating.
• AUDIO RECEPTIVE / AUDIO EXPRESSIVE LANGUAGE - Audio receptive/audio expressive language is the ability of a child to distinguish the basic sounds in his/her language and to express those sounds verbally. If I can not distinguish the basic sounds of my language properly, I will not be able to verbalize those sounds so that others might be able to understand what I am trying to communicate.

SIGNIFICANCE OF PROJECT FIRST STEP® TRAINING

Since the 1991 inception of Project First Step® at Union City Elementary School in Union City, Michigan:

• Over 65,000 children have participated in Project First Step® activities and techniques
• Over 6000 teachers and staff members have been trained in Project First Step® theory and techniques
• Over 4500 additional teachers, aides and classroom volunteers have been introduced to Project First Step® theory and techniques
• Parents of children enrolled in Project First Step® have received ongoing information/training.

RESULTS OF PROJECT FIRST STEP® TRAINING

While most school districts are concerned with rising learning disabled populations and an increased number of "at-risk" students, districts which have utilized Project First Step® techniques have:

• Lowered the learning disabled population
• Raised the self-esteem of the children
• Found that the "at-risk" children attend school more regularly
• Discovered that the children are more "ready to learn"
• Detected a pattern of better academic and social learning
  
  

*Hedges, W.D. & Hardin, V.B. (1972). Effects of a Perceptual-motor Program on Achievement of First Graders. Educational Leadership, 30 (3), 249-253.