PHYSICAL EDUCATION IN EARLY CHILDHOOD: A FOUNDATION FOR HOLISTIC DEVELOPMENT AND LIFELONG HEALTH
DOI:
https://doi.org/10.46827/ejes.v13i3.6547کلمات کلیدی:
early childhood, physical activity, fundamental movement skills, cognitive development, psychomotor education, inclusionچکیده
Early childhood (0–6 years) is a critical developmental period during which neurobiological, motor, cognitive, and socio-emotional foundations are established1. Systematic physical activity (PA) and structured physical education in childcare and kindergarten settings are not limited to improving fitness; they function as a lever for holistic development, influencing fundamental movement skills, perceived competence, self-regulation, executive functions, and psychological wellbeing. International guidance, including the World Health Organization’s 24-hour movement guidelines, emphasizes that from the earliest years children need an integrated balance of sufficient PA, reduced sedentary behaviour, and adequate, high-quality sleep to support overall health.2 This article presents an updated, theoretically grounded and pedagogically applicable framework for physical education in early childhood, drawing on an international literature review and a mapping of the Greek institutional context. It discusses: (a) motor competence and fundamental movement skills and their “spiral” developmental trajectories; (b) mechanisms through which movement influences the brain, thinking and behaviour; (c) evidence on the effectiveness of PA interventions for children aged 0–6; (d) principles for pedagogical design and assessment in kindergarten; (e) inclusion, safety and school leadership considerations; and (f) future directions for research and policy. The article concludes with proposals for fostering a “culture of movement” in Greek kindergarten, where learning is permeated by movement and movement is understood as a right rather than an optional activity.
Article visualizations:
مراجع
Barnett, L. M., Stodden, D. F., Cohen, K. E., Smith, J. J., Lubans, D. R., Lenoir, M., & Morgan, P. J. (2016). Correlates of gross motor competence in children and adolescents: A systematic review and meta-analysis. Sports Medicine, 46(11), 1663–1688. https://doi.org/10.1007/s40279-016-0495-z
Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711–731. https://doi.org/10.1146/annurev-psych-010814-015221
Carson, V., Hunter, S., Kuzik, N., Gray, C. E., Poitras, V. J., Chaput, J.-P., … Tremblay, M. S. (2016). Systematic review of physical activity and cognitive development in early childhood. Journal of Science and Medicine in Sport, 19(7), 573–578. https://doi.org/10.1016/j.jsams.2015.07.011
Carson, V., Lee, E.-Y., Hewitt, L., Jennings, C., Hunter, S., Kuzik, N., & Tremblay, M. S. (2017). Systematic review of the relationships between physical activity and health indicators in the early years (0–4 years). BMC Public Health, 17(Suppl 5), 854. https://doi.org/10.1186/s12889-017-4860-0
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Diamond, A. (2015). Effects of physical exercise on executive functions: Going beyond simply moving to moving with thought. Annals of Sports Medicine and Research, 2(1), 1011. https://pubmed.ncbi.nlm.nih.gov/26000340/
Donnelly, J. E., Hillman, C. H., Castelli, D., Etnier, J. L., Lee, S., Tomporowski, P., Lambourne, K., & Szabo-Reed, A. N. (2016). Physical activity, fitness, cognitive function, and academic achievement in children: A systematic review. Medicine & Science in Sports & Exercise, 48(6), 1197–1222. https://doi.org/10.1249/mss.0000000000000901
Gallahue, D. L., & Ozmun, J. C. (2012). Understanding motor development: Infants, children, adolescents, adults (7th ed.). McGraw-Hill. Retrieved from https://books.google.ro/books/about/Understanding_Motor_Development_Infants.html?hl=id&id=h5KwDwAAQBAJ&redir_esc=y
Goodway, J. D., & Branta, C. F. (2003). Influence of a motor skill intervention program on fundamental motor skill development of disadvantaged preschool children. Research Quarterly for Exercise and Sport, 74(1), 36–46. Retrieved from https://doi.org/10.1080/02701367.2003.10609062
Institute of Educational Policy. (2014/2022). Kindergarten Teacher’s Guide: Framework for holistic development and psychomotor education. Athens: IEP.
Hellenic Ministry of Education and Religious Affairs & Pedagogical Institute. (2003/2011). Cross-thematic Curriculum Framework and Analytical Curriculum for Kindergarten (DEPPS-APS). Athens: Pedagogical Institute.
Robinson, L. E., Stodden, D. F., Barnett, L. M., Lopes, V. P., Logan, S. W., Rodrigues, L. P., & D’Hondt, E. (2015). Motor competence and its effect on positive developmental trajectories of health. Sports Medicine, 45(9), 1273–1284. Retrieved from https://doi.org/10.1007/s40279-015-0351-6
Stodden, D. F., Goodway, J. D., Langendorfer, S. J., Roberton, M. A., Rudisill, M. E., Garcia, C., & Garcia, L. E. (2008). A developmental perspective on the role of motor skill competence in physical activity: An emergent relationship. Quest, 60(2), 290–306. https://doi.org/10.1080/00336297.2008.10483582
Timmons, B. W., LeBlanc, A. G., Carson, V., Connor Gorber, S., Dillman, C., Janssen, I., … Tremblay, M. S. (2012). Systematic review of physical activity and health in the early years (aged 0–4 years). Applied Physiology, Nutrition, and Metabolism, 37(4), 773–792. https://doi.org/10.1139/h2012-070
UNICEF. (2020). Prevention of overweight and obesity in children and adolescents: Programming guidance. UNICEF. Retrieved from https://www.unicef.org/media/92336/file/Programming-Guidance-Overweight-Prevention.pdf
World Health Organization. (2019). Guidelines on physical activity, sedentary behaviour and sleep for children under 5 years of age. World Health Organization. Retrieved from https://www.who.int/publications/i/item/9789241550536
Zeng, N., Ayyub, M., Sun, H., Wen, X., Xiang, P., & Gao, Z. (2017). Effects of physical activity on motor skills and cognitive development in early childhood: A systematic review. BioMed Research International, 2017. https://doi.org/10.1155/2017/2760716
دانلودها
چاپ شده
شماره
نوع مقاله
مجوز
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
