The institution of kindergarten is particularly suitable for implementing physical activity promotion among preschool children. A large proportion of children between the ages of three and six attend kindergarten and spend a significant part of the day there. Thus, "for a high proportion of 3-6 year olds, kindergarten forms an essential part of their living environment" (Winkler p.13). Children can be reached here with movement promotion at a crucial age, in which "fundamental attitudes to one's own body are formed and movement behavior is decisively influenced" (Winkler p.11).
This raises the question of what starting points and possibilities exist for kindergartens to design and implement physical activity promotion in such a way that it can contribute to the overall healthy development of children. For this purpose, the effects of changes in the living environment of children on their opportunities for movement and experience will be considered. Then the importance of movement for children's development will be explained. Against this background, consequences for goals and implementation requirements of physical activity promotion in kindergartens are developed. Finally, examples are given to show which starting points exist in kindergartens to implement physical activity promotion in such a way that it can promote the healthy development of children.
Table of Contents
1. Introduction
2. Changed living and movement conditions of children
3. The importance of movement for child development
3.1 Prerequisite of healthy physical development
3.2 Experience of the material environment
3.3 Experience of the social environment
3.4 Experience of the self and one's own body
4. Consequences for goals and implementation requirements of physical activity promotion
5. Implementation possibilities and starting points of physical activity promotion in kindergarten
5.1 Guided exercise offers
5.2 Movement-promoting actions: Excursions, movement festival etc.
5.3 Unguided movement offers; z.B. "Movement construction site"
5.4 Equipment with materials and small appliances
5.5 Movement-promoting design of kindergarten interiors
5.6 Movement-promoting design of the outdoor area
5.7 Education and training of educators
5.8 Parental work
5.9 Cooperation with sports clubs
Conclusion
Research Objectives and Core Themes
This paper investigates how kindergartens can effectively design and implement physical activity programs to foster the holistic development of preschool children. It explores the environmental changes affecting children's mobility, the psychological and physical benefits of movement, and practical strategies for educators to integrate movement into daily routines.
- Impact of modern living conditions on children's natural urge to move.
- Fundamental importance of movement for physical, cognitive, and social development.
- Developing movement-friendly kindergarten environments and interiors.
- Implementation strategies ranging from guided games to unguided "movement construction sites."
- Collaboration with parents and local sports clubs to extend physical promotion.
Excerpt from the Book
3. The importance of movement for child development
Movement and movement experiences are fundamental to the development of children. Exercise is not only a prerequisite for a healthy physical and motor development of children, but also an important aspect of their cognitive, emotional and social development. Movement is therefore an essential part of the overall personality development of the child (Winkler p.17).
3.1 Prerequisite of healthy physical development
Exercise is a prerequisite for the healthy physical development of children and their physical health (Walden/Schmitz p.40). Größing emphasizes the importance of the "versatile, regular and well-dosed movement stress" (p.149-152) in this context. Organ systems need the movement stimulus to develop according to age. Their performance depends largely on the nature and extent of their load. Exercise promotes, among other things, the development of a more powerful cardiovascular system, a stronger musculature and a more resilient passive musculoskeletal system (bones, tendons, ligaments). Movement also prevent postural damage. Lack of movement stimuli and experiences, on the other hand, lead to a "general limitation of the performance of the individual organ systems"" (Walden/Schmitz p.40) and a delayed motor development.
Summary of Chapters
1. Introduction: Outlines the suitability of kindergartens as a setting for physical activity promotion and defines the scope of the investigation.
2. Changed living and movement conditions of children: Analyzes how restricted urban environments and changing media habits have led to a decline in spontaneous physical activity.
3. The importance of movement for child development: Details how movement supports physical health, cognitive structure formation, social skills, and self-concept development.
4. Consequences for goals and implementation requirements of physical activity promotion: Derives requirements for kindergarten practice based on the need for versatile experience rather than just athletic training.
5. Implementation possibilities and starting points of physical activity promotion in kindergarten: Provides practical guidance on room design, equipment, pedagogical approaches, and stakeholder cooperation.
Keywords
Kindergarten, Physical activity, Movement promotion, Child development, Psychomotor development, Self-concept, Movement construction site, Environmental design, Pedagogy, Social learning, Preschool age, Motor skills, Health education, Everyday kindergarten life.
Frequently Asked Questions
What is the core focus of this paper?
The paper examines the necessity of integrating physical activity into the kindergarten environment to counteract sedentary lifestyle trends and promote the healthy overall development of children between ages three and six.
What are the central themes addressed?
Key themes include the impact of modern living environments on children, the role of movement in personality development, and practical methods for fostering a movement-oriented kindergarten atmosphere.
What is the primary research question?
The paper seeks to answer how kindergartens can practically design and implement movement-promoting strategies that contribute to a child's comprehensive healthy development.
Which scientific approach is utilized?
The author uses a literature-based analysis, synthesizing findings from developmental psychology and educational research to derive actionable pedagogical recommendations.
What does the main part of the work cover?
The main section details the importance of movement for physical, social, and emotional development, followed by a thorough guide on implementing movement through room design, guided vs. unguided activities, and parental cooperation.
Which keywords best describe the work?
Key terms include physical activity, kindergarten, child development, psychomotor skills, movement construction site, and movement-friendly pedagogy.
Why is the "movement construction site" highlighted?
It is presented as an effective unguided activity that allows children to build their own play scenarios using simple materials, thereby fostering independent problem-solving and large-scale body movements.
How does the author view the role of educators in this context?
Educators are encouraged to shift from regulating or limiting movement to actively fostering a movement-friendly basic attitude, prioritizing stimulation over strict control.
- Arbeit zitieren
- Anne Kienbaum (Autor:in), 2003, Promotion of movement in kindergarten, München, GRIN Verlag, https://www.grin.com/document/1170839
