Movement and learning in early childhood education

Learning to move is complex and effortful. Early movement requires the coordination of sensory tools like sight and touch, reflexes such as spatial awareness, and motor skills like coordination and control. The interrelationship between body and brain as a child learns to move is essential for development and learning.

Movement is vital to learning because if facilitates the development of essential connections in the brain. Movement and language are the essential foundations of children’s learning.

About 90% of the neural pathways in the brain are set during early childhood, and movement and physical activity have been shown to play an important role in this brain development.

Children need repeated and varied opportunities to practise a wide range of physical movements. Repetition and practice are key to developing the levels of automaticity in physical movements that support learning by freeing up working memory capacity.

• How can we ensure that children received repeated opportunities to engage in developmentally appropriate movement?
• How can we ensure that opportunities for movement provide different kinds of sensory stimulation?
• How can we provide opportunities for children to spend time outside every day?
• How can we set up environments that promote safe but unrestricted movement for children of all ages?