With children (and adults) becoming increasingly less active, we in the Developmental Physical Education Group at the University of Edinburgh have been working to construct a vision of pre-school physical education - a task all the more important in the light of current thinking and attitudes towards physical development.
Our experience suggests that although early years educators readily acknowledge the importance of movement in children's development, movement by itself is more often considered as a channel to children's cognitive, social and/or emotional development than an important feature of learning in its own right. In fact, movement often appears to only become an issue when significant developmental delay is identified.
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