Why Start Physical Education in Early Years?
- jessmapp5
- Nov 15, 2024
- 4 min read
As an Early Years setting, you're responsible for creating an environment where children can thrive emotionally, socially and physically. While many nursery curriculums focus on developing literacy, numeracy, and social skills, physical education (P.E) in the early years can sometimes be left behind. In broad terms, physical activity is defined as “any body movement produced by the skeletal muscles that results in a substantial increase over resting energy expenditure” (Bouchard et al, 1994).
P.E for the under-fives isn’t just about active play; it’s about laying the foundational skills for a lifetime of health, confidence and cognitive development. Let’s look at why physical education is important to start early:
Building the Foundations of Physical Health
The early years are a critical period for physical development. Introducing physical education at this stage helps children:
Develop motor skills, such as coordination, balance, and spatial awareness. This means less falling over, less bumping into each other and more control over their bodies.
Build strong bones and muscles through activities that promote movement and strength. This includes fine motor skills so pen and pencil control, buttons, putting clothes on.
Establish healthy habits early, making it more likely they'll remain active as they grow.
These benefits can also help combat rising concerns about childhood obesity and sedentary lifestyles.
Boosting Cognitive Development
Physical activity stimulates brain development in young children. Research shows (Jing et al, 2024) that movement enhances neural connections, improving:
Problem-solving abilities.
Increasing the chemical serotonin.
Concentration and memory.
Early literacy and numeracy skills, as activities often integrate counting, colours, or storytelling.
A child running an obstacle course, for example, is not just exercising but also planning, sequencing, and refining their decision-making skills.
Encouraging Social and Emotional Growth
Physical education provides opportunities for teamwork, turn-taking, and collaboration which are all essential skills for social development. Additionally, successfully accomplishing new skills and team games help children:
Build confidence as they master new skills.
Learn to manage emotions like frustration or excitement.
Develop resilience through trying, failing, and succeeding.
These experiences contribute to emotional regulation, setting children up for success in school and beyond.
Incorporating Fun and Creativity
PE in early years doesn’t have to be long ques, repetitive activities working on one skill. Activities which use imaginative play allow children to explore movement in creative ways and learn new skills without them even realising. For example:
Pretending to be different animals includes skills such as crawling, hopping, jumping etc inspires both creativity and coordination.
Simple yoga poses can teach body awareness and mindfulness.
Throwing and catching could be testing out a space rock!
The emphasis on fun ensures children associate physical activity with enjoyment, not success of whether they can do the skill or not. Outcome is not the focus - The process is.
Supporting Inclusive Learning
Physical education is inherently inclusive. Every child can participate, regardless of ability, by tailoring activities to suit different needs. This inclusivity:
Fosters a sense of belonging among all children.
Encourages empathy and understanding.
Ensures that children with developmental delays or disabilities can benefit equally.
By embedding PE into your nursery program, you create a space where every child can succeed and feel valued.
Preparing for the Future
Starting physical education early equips children with life skills that extend far beyond the nursery walls:
A positive attitude toward physical activity and health.
Discipline and focus developed through activity routines.
An understanding of teamwork and cooperation.
These skills not only support their transition to school but also lay the groundwork for a balanced, healthy adulthood.
How Nursery Settings Can Introduce P.E
Bringing physical education to your nursery doesn’t require lots of equipment or research just get creative and use what you have. Here’s how you can integrate it seamlessly:
Outdoor Play: Invest in simple playground equipment or use open spaces for running and climbing.
Music and Movement: Combine music with movement-based activities like dancing to music, nursery rhymes, singing songs with actions.
Interactive Games: Simple games like “Simon Says” or “Follow the Leader” can promote coordination and listening skills.
Partner with Experts: Consider partnering with Tiny Tots P.E for fun age-appropriate sessions to deliver to toddlers and preschool.
Staff Training: Provide your team with training on how to incorporate physical activity into daily routines effectively.
The Role of Nursery Settings in Shaping Futures
As a nursery Setting, you have the unique opportunity to influence how children experience movement and physical activity. By starting P.E in early years, you’re not just introducing a daily routine, you’re shaping the way children grow, learn, and engage with the world.
Embrace P.E as a vital part of your nursery’s curriculum, and watch as your children thrive. Let’s raise a generation that loves to move!
Are you ready to incorporate P.E into your nursery’s day? Why not get in touch with us today to book your nursery a free trial or event with us. JUST REMEMBER every hop, skip, and jump is a step toward brighter, healthier futures.
References
1. Jing, J.-Q., Jia, S.-J. and Yang, C.-J. (2024) ‘Physical activity promotes brain development through serotonin during early childhood’, Neuroscience, 554, pp. 34–42. doi:10.1016/j.neuroscience.2024.07.015.
2. Bouchard C, Shepard RJ, Stephens T. Physical activity, fitness and health: the model and key concepts. In: Bouchard C, Shephard RJ, Stephens T, eds. Physical Activity, Fitness and Health: International Proceedings and Consesnus Statement. Champaign, Ill: Human Kinetics; 1994:77-88.
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