ABSTRACT
This chapter aims to identify what physical activity (PA) should and does “look like” in early childhood. It provides an overview of a number of different ways in which young children could be and are active within and beyond early years (EY) settings. The chapter identifies a number of barriers as identified in the literature and from the participants in the research. PA is likely to occur mainly through unstructured active play but may also include more structured activities. Moderate intensity PAs will cause children to get warmer and breathe harder and their hearts to beat faster, but they should be able to carry on a conversation. The concept of play, along with residual principles of child-centredness, is embedded in EY policy. Furthermore, the early years foundation stage framework outlines the “competencies” within each “prime area” that child are expected to develop and ultimately display through play.
