I Feel Like My Kids are Always Up and Doing Something that’s Loud: A Holistic Framework for Integrating Culturally Responsive Literacies and Physical Activity into Elementary Classrooms

Abstract

The following article summarizes implications that extend from research of a positive youth development afterschool program into one Kindergarten teacher’s classroom in a public elementary school. The teacher was mentored and supported through implementing physical activity with mathematics and literacy activities in their classroom, intentionally framed by culturally relevant pedagogy and the teaching personal and social responsibility model. The case study was meant to explore and understand the nature of prioritizing physical movement and holistic development in a classroom setting along with promoting academic literacies with fidelity to school standards. Data samples included the teacher’s activities including classroom activity videos, images, observation notes, survey feedback, and two semi-structured interviews. Our data analysis and professional development with the teacher reveal three themes related to the combination of these frameworks and physical activity into instruction with multiple literacies including opportunities for: overcoming obstacles with creative adaptations, balancing optimization with engagement, and honoring holistic authenticity and relevance. These findings illuminate significant possibilities for strategic partnerships and connections in youth development. Holistic frameworks that elevate physical, sociocultural, and academic facets can be inclusively and strategically supported in programs, schools, and classroom contexts to promote equity and access in youth development rather than keeping these aspects distinct and isolated.