Early childhood (0–6 years) is a critical developmental period during which neurobiological, motor, cognitive, and socio-emotional foundations are established1. Systematic physical activity (PA) and structured physical education in childcare and kindergarten settings are not limited to improving fitness; they function as a lever for holistic development, influencing fundamental movement skills, perceived competence, self-regulation, executive functions, and psychological wellbeing. International guidance, including the World Health Organization’s 24-hour movement guidelines, emphasizes that from the earliest years children need an integrated balance of sufficient PA, reduced sedentary behaviour, and adequate, high-quality sleep to support overall health.2 This article presents an updated, theoretically grounded and pedagogically applicable framework for physical education in early childhood, drawing on an international literature review and a mapping of the Greek institutional context. It discusses: (a) motor competence and fundamental movement skills and their “spiral” developmental trajectories; (b) mechanisms through which movement influences the brain, thinking and behaviour; (c) evidence on the effectiveness of PA interventions for children aged 0–6; (d) principles for pedagogical design and assessment in kindergarten; (e) inclusion, safety and school leadership considerations; and (f) future directions for research and policy. The article concludes with proposals for fostering a “culture of movement” in Greek kindergarten, where learning is permeated by movement and movement is understood as a right rather than an optional activity. Article visualizations:
Antonia Βarla (Fri,) studied this question.