This book provides a scientific foundation for the design of physical education and movement education in early childhood, focusing on the key development stage between 3 and 6 years of age.
Drawing on cutting-edge contemporary research, the book examines physical education as a process for promoting holistic development and well-being of young children and introduces developmental milestones across motor, cognitive, social and emotional competencies. It examines the evidence base in core areas including teaching strategies for each of the main competencies, health, and inclusion, and explores advanced topics in early years education as applied to movement, including the use of technology and artificial intelligence in early childhood.
This book is important for teacher educators, trainee teachers, and in-service practitioners with an interest in early years education, in general, and in physical education in early childhood, in particular.
This book provides a scientific foundation for the design of physical education and movement education in early childhood, focusing on the developmentally significant stage between three and six years of age. This book is important reading for teacher educators, trainee teachers and in-service practitioners.
Part I: Introduction
1. Introduction
2. Defining Physical Education or
Psychomotricity in the Context of Early Childhood Education: Three
Theoretical Approximations Part II: Teaching by Competence
3. What Is Motor
Competence? Definition, Distribution, and Abilities in Each Age Range
4.
Interventions to Develop Preschool-Aged Childrens Motor Competence and
Instrument for Its Evaluation
5. Physical Literacy
6. What Is Cognitive
Competence? Definition, Distribution, and Milestones in Each Range
7.
Interventions to Develop Preschool-Aged Childrens Cognitive Competence and
Instrument for Its Evaluation
8. What Is Social Competence? Definition,
Distribution, and Milestones in Each Age Range
9. Interventions to Develop
Preschool-aged Childrens Social Competence and Instrument for its Evaluation
10. What is Emotional Competence? Definition, Distribution, and Milestones in
Each Age Range
11. Interventions to Develop Preschool-Aged Childrens
Emotional Competence and Instrument for Its Evaluation
12. Interventions to
Develop Preschool-Aged Childrens Four Main Competencies
13. The Importance
of Nature in Childrens Development
14. Nature-Based Interventions in Early
Childcare and Education Settings to Develop Preschool-Aged Childrens Main
Competencies Part III: Health
15. The Importance of Caring Health in
Preschool
16. The Effects of Physical Education-Based Interventions on
Preschool Childrens Health-Related Factors
17. Are Children Performing the
Same Level of Activity on Weekdays or on Weekends?
18. What are the Physical
Education Guidelines for Preschoolers?
19. Are Preschoolers Meeting Physical
Activity Guidelines?
20. Correlations With Meeting Physical Activity
Guidelines in Preschool: An Analysis Based on Objective Measures Part IV:
Children with Special Educational Needs
21. Special Education Needs in
Preschools: Types, Characteristics, and Needed Adaptations
22. Are Physical
Education-Based Interventions Effective for Improving Motor, Cognitive,
Emotional, and Social Competences of Preschool Children With Special
Educational Needs?
23. Designing Inclusive Playgrounds Part V: Methodologies
24. Free-Play or Unstructured Play: Definition and Interventions
25.
Guided-Play or Structured Play: Definition and Interventions
26. Comparing
Free-Play vs. Guided-Play: An Overview
27. The Montessori Education Model:
What Does Science Say?
28. The Effects of Applying Different Constraints on
Childrens Four Main Competencies Part VI: The Relationship Between Physical
Education in Preschool and the Sustainable Developmental Goals: Fostering
Agenda 2030
29. What Is the Importance of Considering Sustainable Development
Goals in Early Childhood: Agenda 2030, Goals, and Importance
30.
Interventions to Develop the Sustainable Developmental Goals in
Pre-schoolers Physical Education Part VII: Technology and Artificial
Intelligence in Early Childhood Education and Care
31. Positioning Technology
and Microelectromechanical Systems in Early Childhood Education and Care
32.
The AI in Early Childhood Education: Using Machine Learning for Decision
Making and Resources for Learning AI
Markel Rico-Gonzįlez is Assistant Professor in the Department of Didactics of Musical, Plastic and Corporal Expression, University of the Basque Country (UPV-EHU), Spain. He is the author of more than 90 scientific articles in journals and more than 20 book chapters, and is co-editor of the book The Use of Applied Technology in Team Sport (Routledge, 2021, with José Pino-Ortega).
