Learning is not a passive activity. It requires the vigorous, interested participation of the learner. It involves mindful thought and action.
Research has shown that activating the whole brain heightens cognitive function. The cerebrum is the site of most conscious and intelligent activities in the brain. In humans, the cerebrum is larger in relation to total body weight than in any other animal. It is the last brain area to develop.
The cerebrum is divided into two cerebral hemispheres, the left and the right. These are quite separate and have distinct functions, but are linked by a bundle of nerve fibres called the corpus callusum. The left cerebral hemisphere is primarily concerned with analytical and rational thought, the use of language and linear patterns. It is time sensitive and precise. It programmes most movements, and directs the right hemisphere to control the left limbs while also controlling the ones on the right side. The right side works slightly differently. Rather than deconstructing information, it likes to process it in a holistic manner and is occupied by sensory perception and abstract cognition. When we engage in visual, spatial and musical activities we are utilising our right cerebral hemisphere (Carter R, Mapping the Mind, Weidenfield and Nicholson, 1998).
The more we are able to access and stimulate both cerebral hemispheres simultaneously, the more we can increase the efficiency of the brain and raise intelligence.
Clapping games require children to use both hemispheres at the same time because they combine the rhythmic, sensual activity of the right side while involving each child in learning and storing a programmed sequence of physical movements that stimulate the left side. They also teach the vital skill of focused concentration. While clapping these verses, children are learning to integrate body movement, language, thought and emotion.
Moreover, they are having fun which itself creates energy and goodwill.
Clapping games also assist children in the acquisition of essential reading and spelling skills. It is easier to decode or spell a word when it is broken down into short units of sound and studied syllable by syllable.
Syllabification helps children to become aware of the sounds of the language and enables them to concentrate on one part of a word at a time and notice its structure. Clapping rhymes teach syllable segmentation skill effectively and also promote articulation. As they clap each syllable, children are learning the dual skills of articulation and syllabification, and this activity can do much to support writing because it prevents the contractions of polysyllabic words that are frequent in poor spelling (Hilton C and Hyder M, Getting to Grips with Spelling, Letts, 1997).
Clapping has been a largely neglected source of enjoyment and stimulation for children. It can be used to begin the day on a positive note, as a 'wake up' activity when the children have become sleepy and need to be refocused, to restore good humour and harmony when they have become quarrelsome, or as a playground activity.
Children will quickly learn the words and accompanying actions of verses and will soon have their favourites that they ask for again and again. They may also add to their repertoire with verses learned from home.
This article and selected games are taken from Clapping Games by Jenny Mosley and Helen Sonnet (Positive Press, 15.99, tel 01225 719204).
