Physical Education in Early Childhood

This article examines the incidence and quality of physical activity instruction during early childhood. Although the positive effect of physical activity on the cognitive, social, and physical development of young children is generally acknowledged, there is little emphasis nationally on ensuring a...

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Bibliographic Details
Published inThe Elementary school journal Vol. 108; no. 3; pp. 197 - 206
Main Authors Stork, Steve, Sanders, Stephen W
Format Journal Article
LanguageEnglish
Published University of Chicago Press 01.01.2008
Subjects
Child Development
Developmentally Appropriate Practices
Early Childhood Education
Educational Quality
Health Promotion
Obesity
Physical Activities
Physical Development
Physical Education
Skill Development
Young Children
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Summary:This article examines the incidence and quality of physical activity instruction during early childhood. Although the positive effect of physical activity on the cognitive, social, and physical development of young children is generally acknowledged, there is little emphasis nationally on ensuring appropriate physical educational experiences within the early childhood curriculum. Though limited in scope, extant research suggests that young children learn more via developmentally appropriate instruction than through random physical activity. The National Association for Sport and Physical Education has created guidelines for appropriate practices in schools and community settings. The creation and integration of quality physical activity into early childhood settings faces challenges. Yet, the increase in obesity and other diseases associated with a sedentary lifestyle makes such initiatives a moral imperative. Young children need specific and systematic opportunities to learn fundamental physical skills that will contribute to a lifetime of physical activity. It cannot be left to chance.
ISSN:0013-5984
DOI:10.1086/529102