Educational play-based movement integration program in Early Childhood Education Evaluation and analysis
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Abstract
Educational movement integration methods have been recognized as enhancers of physical activity, executive functions and learning. However, the impact of these methodologies on cognition and physical activity in Early Childhood Education has been little studied. The aim of this study was to analyze the effect of an educational play-based movement integration program at this stage, evaluating its effects on children's physical activity levels. A total of 134 5-year-old students from the province of Malaga participated. We designed and implemented a movement integration program based on semi-directed motor play activities that changed every fifteen minutes, in which academic content was worked on. The amount and intensity of physical activity was evaluated using accelerometry (Actigraph GT3X). During their participation in the program, children carried out an average of 45.65 minutes of moderate-vigorous physical activity. The highest percentage corresponds to sedentary activity and moderate-vigorous activity respectively, which is consistent with other studies that state the activity of young children consists of short bursts of moderate-vigorous activity interspersed with less-intensity periods. Data shows that play as a movement integration method contributes to reaching the activity levels recommended by international organizations. Our results support the use of semi-directed play as an especially useful tool for the improvement of the teaching-learning process in Early Childhood Education and for increasing students' physical activity.
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