B1 Non-refereed journal articles
Physical play - how do we inspire and motivate young children to be physically active through play? : an international analysis of twelve countries’ national early years curriculum policies and practices for physical activity and physical play (2023)

Howells, K., Jerebine, A., Cools, W., D'Hondt, E., De Martelaer, K., Coppens, E., Sienaert, H., Hall, N., Dong, J., Soini, A., O'Keefe, C., Coulter, M., McNally, S., McCaffrey, P., Tortella, P., Costa, A. M., Hernández-Martinez, A., Sollerhed, A.-C., Urtel, M., . . . Sääkslahti, A. (2023). Physical play - how do we inspire and motivate young children to be physically active through play? : an international analysis of twelve countries’ national early years curriculum policies and practices for physical activity and physical play. Journal of Early Childhood Education Research, 12(1), 253-276. https://journal.fi/jecer/article/view/116879

JYU authors or editors

Publication details

All authors or editors: Howells, Kristy; Jerebine, Alethea; Cools, Wouter; D'Hondt, Eva; De Martelaer, Kristine; Coppens, Eline; Sienaert, Helena; Hall, Nathan; Dong, Jinxia; Soini, Anne; et al.

Journal or series: Journal of Early Childhood Education Research

eISSN: 2323-7414

Publication year: 2023

Publication date: 06/02/2023

Volume: 12

Issue number: 1

Pages range: 253-276

Publisher: Suomen varhaiskasvatus ry

Publication country: Finland

Publication language: English

Persistent website address: https://journal.fi/jecer/article/view/116879

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/86241

Additional information: Non-peer reviewed writings

Abstract

Lifelong movement and physical activity (PA) patterns develop during early childhood. Therefore, educators (teachers and practitioners) in early childhood education and care (ECEC) should provide opportunities to support children’s play, PA, and movement development. The World Health Organization (2019) offers new recommendations for PA, for children under five years. The guidelines do not specify the ways ECEC staff can support PA through play. Therefore, this paper investigates, how physical play (PP) is enacted globally. An international policy and practice analysis of twelve countries, (Australia [Victoria], Belgium [Flanders], Canada [Alberta], China, Finland, Ireland, Italy, Portugal, Spain, Sweden, UK [England] and USA) was completed by analyzing the ECEC curricula and their implementation in different cultural contexts. A content analysis was undertaken by AIESEP Early Years SIG experts revealing that PP was not clearly defined. When defined, it was described as PA, and important for children’s holistic development. The majority of curricula did not state the length/time for PP. Three main strategies for implementing PP were found: a) pedagogical framework; b) active learning methods; and c) motor development. This international analysis highlights the global need for better ECEC staff support in acknowledging and implementing PP to aid children’s overall development, PA and wellbeing.

Keywords: children (age groups); child development; physical training; playing (children's games); exercise games; physical activity; supporting; early childhood education and care; curricula; physical education (upbringing); international comparison

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2023