FROM MOVEMENT TO INCLUSION: THE ROLE OF PHYSICAL EDUCATION IN EARLY CHILDHOOD EDUCATION

Physical education in early childhood education extends beyond the development of motor skills, serving as a key vehicle for promoting inclusion and social integration. Through its experiential, open, and multisensory nature, it provides children with opportunities for expression, interaction, and learning that transcend traditional instructional approaches (Goodwin & Watkinson, 2000; Florian & Black-Hawkins, 2011). Inclusion, as defined in international frameworks (UNESCO, 1994; Booth & Ainscow, 2011), is not limited to mere adaptations of the educational system but entails profound pedagogical and value-based shifts that recognize diversity as a source of enrichment. Within this context, physical education acts as a bridge between children with diverse abilities, experiences, and cultural backgrounds, fostering social cohesion, empathy, and mutual understanding (Block & Obrusnikova, 2007). The integration of multicultural elements—such as traditional dances and games—further supports intercultural education and challenges stereotypes (Florian, 2008). Effective implementation of inclusive practices requires institutional support, adequate resources, and ongoing professional development for early childhood educators (Black-Hawkins, Florian & Rouse, 2007). Teachers are called upon to design flexible and differentiated activities (Lieberman & Houston-Wilson, 2009), to promote values of cooperation and respect, and to act as agents of cultural change (Avramidis & Norwich, 2002). In conclusion, physical education in preschool settings can act as a catalyst for educational and social transformation, laying the groundwork for equality, acceptance, and coexistence. Through this approach, schools can fulfil the mission of providing holistic, equitable, and inclusive education, empowering children to become active, democratic citizens of the future.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0423/a.php" alt="Hit counter" /></p>

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Journal
European Journal of Physical Education and Sport Science
Published
2025-09-03
DOI
https://doi.org/10.46827/ejpe.v12i9.6260
Primary Topic
Inclusion and Disability in Education and Sport
Type
article
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article

FROM MOVEMENT TO INCLUSION: THE ROLE OF PHYSICAL EDUCATION IN EARLY CHILDHOOD EDUCATION

Elli Barla
European Journal of Physical Education and Sport Science
Inclusion and Disability in Education and Sport
article

FROM MOVEMENT TO INCLUSION: THE ROLE OF PHYSICAL EDUCATION IN EARLY CHILDHOOD EDUCATION

Elli Barla
article en

Abstract

Physical education in early childhood education extends beyond the development of motor skills, serving as a key vehicle for promoting inclusion and social integration. Through its experiential, open, and multisensory nature, it provides children with opportunities for expression, interaction, and learning that transcend traditional instructional approaches (Goodwin & Watkinson, 2000; Florian & Black-Hawkins, 2011). Inclusion, as defined in international frameworks (UNESCO, 1994; Booth & Ainscow, 2011), is not limited to mere adaptations of the educational system but entails profound pedagogical and value-based shifts that recognize diversity as a source of enrichment. Within this context, physical education acts as a bridge between children with diverse abilities, experiences, and cultural backgrounds, fostering social cohesion, empathy, and mutual understanding (Block & Obrusnikova, 2007). The integration of multicultural elements—such as traditional dances and games—further supports intercultural education and challenges stereotypes (Florian, 2008). Effective implementation of inclusive practices requires institutional support, adequate resources, and ongoing professional development for early childhood educators (Black-Hawkins, Florian & Rouse, 2007). Teachers are called upon to design flexible and differentiated activities (Lieberman & Houston-Wilson, 2009), to promote values of cooperation and respect, and to act as agents of cultural change (Avramidis & Norwich, 2002). In conclusion, physical education in preschool settings can act as a catalyst for educational and social transformation, laying the groundwork for equality, acceptance, and coexistence. Through this approach, schools can fulfil the mission of providing holistic, equitable, and inclusive education, empowering children to become active, democratic citizens of the future.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0423/a.php" alt="Hit counter" /></p>

European Journal of Physical Education and Sport ScienceVol. 12(9)
Aoyama Gakuin Kindergarten (JP)
Openalex Percentile: Top 63%
Inclusion and Disability in Education and Sport
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FROM MOVEMENT TO INCLUSION: THE ROLE OF PHYSICAL EDUCATION IN EARLY CHILDHOOD EDUCATION — Elli Barla · European Journal of Physical Education and Sport Science (2025) | TGRS Research Map | TGRS