ERIC Number: EJ782712
Record Type: Journal
Publication Date: 2008-Jan
Reference Count: 28
Physical Education in Early Childhood
Stork, Steve; Sanders, Stephen W.
Elementary School Journal, v108 n3 p197-206 Jan 2008
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.
Descriptors: Physical Education, Obesity, Physical Activities, Young Children, Physical Development, Early Childhood Education, Educational Quality, Child Development, Developmentally Appropriate Practices, Health Promotion, Skill Development
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: email@example.com; Web site: http://www.journal.uchicago.edu
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A