Early years physical development position paper

Abstract

oai:repository.canterbury.ac.uk:9q6zxThe first five years of a child’s life are a time of rapid brain development, when the connection of the brain with the body in response to movement stimuli occurs at a quicker rate than at any other age in the lifespan. During this time, children should be exposed to enriching movement opportunities that stimulate neurological development and connect rich neurological pathways so that they learn to move confidently and competently. Physical development in the early years is a vitally important area to focus on to ensure children have a good level of motor competence by the end of reception. Many children fail to meet age-related physical development expectations, not helped by reduced physical activity participation during the pandemic (Huggett & Howells, 2022). Furthermore, children in deprived areas have lower levels of physical development. Early years practitioners clearly need increased support and guidance to help them assess and enhance young children’s physical development so that they can make the most of the movement opportunities provided at school and in the wider environment. These opportunities, alongside adequate time and appropriate teaching approaches help children develop a movement repertoire that acts as the foundation for their current and future engagement in physical activity. Given increasing concerns about the physical development of early years children and the consequences of this for their current and future health and wellbeing, the Association for Physical Education considered it important to develop an evidence-based position paper on this key subject. The content is informed by national and international research (King & Howells, 2024). It aims to enhance early years practitioners’ knowledge and understanding of young children’s physical development and support their practice. Improving children’s movement through physical development interventions, physical education and physical activity will ensure they reach early learning goals and are ‘school ready’