Welcome to the Web Site
of Nicki Geigert!
I am an Early Childhood Educational Consultant, and have been
a teacher, teacher/trainer, conference and workshop presenter
for over 35 years. My primary focus as an Early Childhood teacher/trainer
and workshop presenter is “Mind/Movement, and Brain based
I have an MS Ed in Curriculum Design and Development,
and a BS as a physical education specialist. I have done extensive work
in Early Childhood; primarily with preschoolers in the area of motor skill
development, new research brain based psychomotor learning, and sensory
motor development. I am an advocate for young children, and am extremely
concerned about the lack of physical activity and the rise in Early
Childhood obesity. Additionally, I address the social problems that
accompany overweight and obese children, as well as the problems of
children who just don’t seem to fit in because of poor coordination and
lack of motor skill development.
I conduct workshops for school districts to train the
classroom teacher in ways to incorporate more brain-compatible
instructional strategy concepts into the classroom. My specific focus is
on movement, music, and manipulatives, all fundamental to the recent
research on Brain based Learning and the mind/movement connection. These
concepts are critical for teachers of young children to be aware of, in
order to access the window of opportunity within the developmental growth
stages of young children. As such, I have been a Clinician for the
National Association for Education of Young Children, (NAEYC),
CaliforniaAEYC, WashingtonAEYC, and I was the 2002 General Conference
Director for the Association for Childhood Education International,
(ACEI). I have also written a preschool motor development curriculum
guide that has been purchased by schools nationally, and internationally.
Additionally, my most recent works include the
publication of the teacher resource book, Read! Move! Learn! by Gryphon
House and coauthored by Carol Hammett. I have also
co-produced with Dinonastics, an Early Childhood “flat rope jumping” CD
called “Rowdy Ropes”, and an accompanying guide which may be purchased
through KIMBO Educational. I am currently writing
an action curriculum guide for classroom teachers, and am in the process
of producing another CD using Scarves, Hoops, and Streamers.
My mission is to conduct staff training workshops
that demonstrate how to incorporate more sensory motor skills and
physical activities into the daily lesson plans through mind/motor
movements, thus enabling children to become more successful in school.
I have worked with literally thousands of preschoolers who have
taught me so much about how they learn best, and it is NOT by sitting
in a chair and listening to someone.
Please phone 760-533-5154 or E-mail NickiGeigert@aol.com to book the month and day(s) of your requested workshop.
If you have a special request regarding time and workshop topic that you would like to have addressed, I am happy to work with you to provide a workshop that specifically addresses the needs of your staff.
Caine, R. N., & Caine, G. (1990). “Understanding
a Brain Based Approach to Learning and Teaching.” Educational
Leadership, 48(2), 66-70.
Caine, R., & Caine, G. (1994). Making Connections: Teaching
and the Human Brain
Diamond, M. & Hobson, J. (1998). Magic Trees of the Mind..
Given, Barbara K., Teaching to the Brain Natural Learning Systems
Gordon and O'Keefe, J. &. N. (1978). The Hippocampus as a Cognitive
Hannaford, Dr. Carla, Smart Moves: Why Learning is Not All in Your
Jensen, Eric, Brain Based Learning
Jensen, Eric, Music with the Brain in Mind
Kranowitz, Carol Stock, The Out-of-Sync Child
Maria Montessori, The Absorbent Mind, p. 33, 183.
Maria Montessori, The Montessori Method, pp. 213-215, 221
Maria Montessori, The Discovery of the Child, p. 144-145.
David Gettman, Basic Montessori, pp. 68-69.
Becoming a "Whiz" at Brain-Based Teaching. How to Make Every Year Your Best Year by Marilee B. Strenger
National Standards for Physical Education:
- Demonstrates competency in many movement forms and proficiency
in a few movement forms.
- Applies involvement concepts and principles to the learning
and development of motor skills.
- Exhibits a physically active lifestyle.
- Achieves and maintains a health-enhancing level of physical
These Benchmarks are applied in the following workshops and are
critical to the developmental steps that young children need to
go through that will positively impact their cognitive development
along the way.
Workshops are generally 1-2 days, in order to maximize
the learning of the teachers involved in the workshop. Some workshops are
half day workshops, which is approximately 3 hours. The workshops are
primarily hands on and active. The
following workshops are currently being offered:
Music, Movement and the Mind
Brain research suggests that what makes us move is also what
makes us think. Physical activity builds the framework for cognition
and proper brain development. This interactive presentation
will demonstrate how a physically active curriculum gives children
an advantage in learning and enhances student performance. It
also provides a checklist of the following sensory motor concepts
that will give the teacher insight for helping children to learn
at peak performance.
|1. ||Space Discrimination: Personal space, General or empty space,
|2. ||Size: Big (stretched), Medium (mid-space), Small (tiny space)
3. ||Levels: High, Middle, Low
4. ||Directionality: Forward, Backward, Right, Left, Up, Down
5. ||Pathways: Curved, Straight, Zigzag
6. ||Focus: Single focus, Multi-focus
7. ||Tempo: Fast, Medium, Slow
8. ||Rhythm: Pulse, Pattern, Breathing
9. ||Force: Push/pull
10. ||Energy: Sharp, Smooth, Shake, Swing
11. ||Weight: Strong, Light, Heavy, Active, Passive
12. ||Flow Factor: Free, Bound
13. ||Body Parts: Head, Neck, Shoulders, Arms, Wrists, Elbows,
Hands, Fingers, Hips, Pelvis, Waist, Trunk, Spine, Stomach,
Legs, Knees, Ankles, Feet, Toes, Heels, etc.
14. ||Relationships: Over, Under, Around, Through, Above, Below,
Beside, Between, Near, Far, In front, Behind, Inside, Outside,
On, Off, Together, Apart, Alone, Connected.
15. ||Shapes: Curved, Straight, Angular, Twisted, Symmetrical,
16. ||Balance: Off balance, On balance|
Sensory Motor Integration and Cognition
to the latest Brain research, thinking and moving are very closely linked. Through sensory motor
activities, connections are made that provide the framework for cognition and more advanced brain
development. Brain research also indicates that when a child’s motor skills are highly developed,
the level of self esteem increases dramatically. Children become confident movers and doers.
Additionally, studies show that the physical, mental, and emotional developmental qualities of young
learners are so intertwined and inter-related, that when one area is affected, the other two areas
are equally affected. Educators who understand how the brain works can teach more effectively. Some
areas covered through music, games and physical activities are: Body Control (coordination),
Laterality, Midline Crossing, Form Perception, Gross Motor Skills, Fine Perceptual Motor Skills,
Psychomotor Skills, the Object Control Skills of: Hold/Carry, Lift/Put down, Push/Pull, Hand over
Hand, Hand under Hand, Squeeze/Release, Throw/Catch/Strike/Kick, and Locomotor Skills of: Walk, Run,
Gallop, Jump, Hop, Slide-step, Skip, and Leap.
This workshop will include the critical sensory motor movement patterns and skills through use of
games and music that demonstrate those developmental patterns, AND will summarize recent brain
research that links movement to learning and will advocate, validate, educate and motivate!
Read! Move! Learn! Developing Early Literacy and Language Skills
through Music, Movement, and the Arts
workshop will cover read aloud stories and nursery rhymes that support storyline concepts, action
vocabulary words and foundation of early literacy using music, movement, and the arts.
Additionally, it will provide foundational information for the application of best practices as
attendees explore, collaborate, and create exciting lessons for their children. For example, print
awareness, print motivation, letter awareness, vocabulary, narrative skills and phonological awareness
are most easily taught through games, songs, and play activities that replicate the words and concepts
in any given story. By acting out action words such as over/under, around/through, beside/between,
on/off, children, especially second English language learners, can more easily grasp meaning,
understanding, and cause/effect relationships, both with literature pieces and separately. Recent
research in early childhood education has confirmed the value of music and movement in learning. The
activities support the latest brain research information in a fun informative way.
integrating literacy activities with music, movement, and some art experiences, teachers will have
opportunities to think in new ways of incorporating all into the learning process.
This workshop will also demonstrate how the ability to keep steady beat influences developmental
concepts in language and literacy, and how reading with a syncopated rhythm enhances syllabic
awareness. Additionally, by allowing young children to explore movement possibilities, both with
and without music, in any given learning situation, they develop a sense of achievement, self-confidence
and self-trust. Movement skills and motor activities provide a movement foundation and vocabulary that
allows for learning more advanced motor possibilities, in addition to developing brain friendly skills
for cognitive learning.
You may contact me at: NickiGeigert@aol.com
in order to schedule a workshop, or ask questions. I hope that I
might be of help to you or your school. You may also contact me
by phone: 760-533-5154.