This theoretical article examines the crucial role of play-based learning (PBL) in enhancing the mathematical skills of children in the Early Childhood Phase, referred to as Foundation Phase (Grade R-3) learners, within a South African context. The article argues that the traditional approach to teaching early childhood mathematics, where teachers…

The teaching of fundamental movement skills (FMS) such as catching, throwing, running, jumping and rolling is widely accepted as the cornerstone of physical education in the primary school. However, there is limited debate about the use of different pedagogical approaches when teaching FMS. In this article, advice is offered for teachers vis-à-vis…

Recent findings from the Kids Activity and Learning Study complement North Carolina's multidimensional approach to promoting school readiness by emphasizing the integrated nature of motor and cognitive development in early childhood. Children whose motor skills improved the most over the course of an academic year also tended to demonstrate the…

The Vygotskian preschool education program (VPEP) is built around mediation in the context of preschool age-specific activities such as sociodramatic play, constructive play, listening and retelling fairy tales, playing with dollhouses, motor activities, and some others. We used the VPEP as part of the daily curriculum in two pre-K classes at PS…

A pioneer in the infant/family field in the United States, Magda Gerber was the founding director of Resources for Infant Educarers (RIE), known for its unique two-generation approach to the care and education of young children. This paper offers a summary of Gerber's teachings from the late twentieth century with citations pointing to their…

Background: Young children from disadvantaged settings often present delays in fundamental motor skills (FMS). Young children can improve their FMS delays through developmentally appropriate motor skill intervention programming. However, it is unclear which pedagogical strategy is most effective for novice and expert instructors. Purpose: The…

In this paper, we contrast the early childhood education and care aims and curriculum in Norway and Australia and the theoretical underpinnings of Norwegian and Australian pedagogy in an attempt to partially explain the different approaches to (risky) outdoor play in these two countries. We argue that Norwegian pedagogical approaches may allow…

The traditional kindergarten program often reflected a rich but generic approach with creative contexts for typical kindergartners organized around materials (manipulatives or dramatic play) or a developmental area (fine motor or language). The purpose of kindergarten reflected beliefs about how children learn, specialized training for…

The teacher working with handicapped children should use play and recreation experiences both to teach necessary concepts and for fun. Motor activities should be sequenced from the simple to the complex. Principles of child development should be applied to help the child learn about his body, learn basic concepts, and accomplish motor patterns.…

Developed as part of the Physical Education In-Service Training Project of the University of Kentucky, this manual is designed to help special education teachers and adapted physical education teachers promote the motor and play skills of handicapped students through planned activities. Content areas of the manual were identified as "greatest…

Recreational games can be incorporated into physical education programs to encourage play and activity among students during their leisure time. Students can play their own games during recess, before or after school, during intramural programs, or in their neighborhood with family and friends. This article describes five such games namely:…

The document provides information on the PREP Program for young moderately mentally retarded children, a program which offers individualized instruction in selected play skills, small group activity to facilitate the practice of play skills, and the encouragement of purposeful play within a stimulating free play environment. It is explained that…

Included are the following papers: "Piaget: Overview and Perspective" (H. Humm); "Piaget's Theory of Memory Development: Implications for Motor Skill Learning" (L. Zaichkowsky); "Piaget Theory and Its Implication to Teaching Styles, Techniques and Strategies" (R. Mueller); "Piaget and Play" (S. Suttie);…

The manual presents an Individualized Education Program development guide for working with special education preschoolers. Goals, objectives, and activities are specified in six major areas: (1) speech and language skills (expressive skills, comprehension skills, imitation of non-speech vocalizations, sorting by category; (2) self help skills…

This guide book is addressed to those responsible for early childhood physical education. It is divided into nine segments, each covering in detail different facets of the subject: (1) the young child's development and learning processes in their relation to physical education; (2) the child's physical education program, its purpose and…