PHYSICAL EDUCATION IN EARLY CHILDHOOD: KEY TO INTEGRAL DEVELOPMENT FROM THE SCHOOL

Abstract

This article analyzes the role of physical education in early childhood from a pedagogical perspective, recognizing it as an essential component for the integral development of young children. At this stage, the body and movement not only represent the natural growth of the child but also serve as key tools for learning, socialization, and emotional self-regulation.

Despite its importance, physical education is still often viewed in many educational contexts as a secondary or merely recreational subject, lacking integration with the pedagogical objectives of early education. This limited perspective restricts opportunities for children to explore, express themselves, and construct knowledge through bodily action.

Various studies have shown that physical education has a positive impact on cognitive, motor, emotional, and social development. Recent research indicates that structured physical activities foster self-regulation, concentration, logical thinking, and affective expression. Additionally, the implementation of planned motor interventions has been shown to significantly support the development of both gross and fine motor skills in preschool-aged children.

The theoretical review includes investigative and systematic approaches that highlight the need to incorporate physical education as a cross-cutting axis in early education. Authors such as Beck and Martin (2022), Castro and González (2023), and Rodríguez and Gámiz (2024) emphasize that play and movement should be active components of the curriculum, as they promote academic learning, emotional bonding, and healthy habits from an early age.

In this context, the article proposes revaluing the role of the physical education teacher as a comprehensive educational agent, equipped not only with technical and motor skills but also with pedagogical and emotional competencies, in order to ensure meaningful support in children's developmental processes.