ABSTRACT
This chapter explains the key feature of motor learning, and explores the ways to identify the children who would benefit from structured movement opportunities in order to facilitate their active participation in physical games and play. Physical activity in nursery settings/school is considered alongside an understanding of how a child learns to move. The chapter discusses the importance of the Early Years’ environment on children’s movement development and the benefits and limitations of movement programmes. It highlights links between movement and learning, and explores how one can observe children’s movement. A movement observation checklist is provided along with some general principles which can be applied when thinking about the role of activity/programmes. The chapter ends with a discussion about the importance of recording each child’s progress and the importance of sharing this information with parents and any other professionals involved in the child’s development.
