Inclusion of Movement Behaviour in Early Childhood Education Frameworks in the United Kingdom

Background: Early childhood education (ECE) settings are influential in shaping young children’s health behaviours. While the importance of healthy movement behaviour (i.e., physical activity, sedentary behaviour, sleep) on early childhood development is well understood, the extent to which these behaviours are incorporated in ECE frameworks in the United Kingdom (UK) has not been explored. As such, the aim of this study was to review current frameworks guiding the ECE landscape in the UK with a primary focus on examining inclusion of movement behaviours within these frameworks. Methods: ECE frameworks from each of the four nations of the UK were collected and reviewed. An extraction table was used to systematically retrieve content on physical activity, sedentary behaviour, screen time, sleep, indoor/outdoor infrastructure, outdoor play, and disability inclusion. Results: Physical development was found to be a core outcome for each nation, with emphasis on motor skill acquisition and outdoor play. However, there was minimal focus on physical activity, sedentary behaviour or screen time, and sleep. Interestingly, several of the frameworks (Scotland, Wales, Northern Ireland) suggested use of digital technology in ECE practices. All frameworks referenced regulations for providing additional support for children with disabilities, though there was minimal guidance on how activities or play spaces may meet these requirements.Conclusion: Strengthening ECE frameworks to prioritise healthy movement behaviours, including consideration of the mediator behaviours for physical development (i.e., physical activity, sedentary time) is crucial to support young children’s development.