FROM MOVEMENT TO INCLUSION: THE ROLE OF PHYSICAL EDUCATION IN EARLY CHILDHOOD EDUCATION

Elli Barla

Abstract


Physical education in early childhood education extends beyond the development of motor skills, serving as a key vehicle for promoting inclusion and social integration. Through its experiential, open, and multisensory nature, it provides children with opportunities for expression, interaction, and learning that transcend traditional instructional approaches (Goodwin & Watkinson, 2000; Florian & Black-Hawkins, 2011). Inclusion, as defined in international frameworks (UNESCO, 1994; Booth & Ainscow, 2011), is not limited to mere adaptations of the educational system but entails profound pedagogical and value-based shifts that recognize diversity as a source of enrichment. Within this context, physical education acts as a bridge between children with diverse abilities, experiences, and cultural backgrounds, fostering social cohesion, empathy, and mutual understanding (Block & Obrusnikova, 2007). The integration of multicultural elements—such as traditional dances and games—further supports intercultural education and challenges stereotypes (Florian, 2008). Effective implementation of inclusive practices requires institutional support, adequate resources, and ongoing professional development for early childhood educators (Black-Hawkins, Florian & Rouse, 2007). Teachers are called upon to design flexible and differentiated activities (Lieberman & Houston-Wilson, 2009), to promote values of cooperation and respect, and to act as agents of cultural change (Avramidis & Norwich, 2002). In conclusion, physical education in preschool settings can act as a catalyst for educational and social transformation, laying the groundwork for equality, acceptance, and coexistence. Through this approach, schools can fulfil the mission of providing holistic, equitable, and inclusive education, empowering children to become active, democratic citizens of the future.

 

Article visualizations:

Hit counter


Keywords


physical education, inclusion, early childhood education, intercultural education

Full Text:

PDF

References


DEPPPS (2003). Diathematiko Eniaio Plaisio Programmaton Spoudon kai Analytika Programmata Spoudon gia to Nipiagogeio. YPEPTH – Paidagogiko Instito.

Kapsaski, A. (2000). Kinhtiki agogi stin proscholiki ilikia. Ellinika Grammata.

Koutselini, M. (2014). Symperilipsi kai diaforopoiisi tis didaskalias. Gutenberg.

Mavrogiwrgos, G. (2005). Koinwnologia tis ekpaidefsis: I kritiki prosengisi. Metaixmio.

Bikos, K. (2015). I fysiki agogi sto nipiagogeio. Afoi Kyriakidi.

Brouzos, A. (2016). Proseggiseis symperilipsis sto nipiagogeio. Pedio.

Stasinos, D. (2009). I ekpaidefsi ton paidion me eidikes anagkes: Apo ton apokleismo sti symperilipsi. Typotheto.

Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129–147. https://doi.org/10.1080/08856250210129056

Block, M. E., & Obrusnikova, I. (2007). Inclusion in physical education: A review of the literature from 1995–2005. Adapted Physical Activity Quarterly, 24(2), 103–124. https://doi.org/10.1123/apaq.24.2.103

Black-Hawkins, K., Florian, L., & Rouse, M. (2007). Achievement and inclusion in schools. Routledge. http://dx.doi.org/10.4324/9780203945223

Booth, T., & Ainscow, M. (2011). The index for inclusion: Developing learning and par-ticipation in schools. CSIE. Retrieved from https://www.eenet.org.uk/resources/docs/Index%20English.pdf

Block, M. E. (2007). A teacher’s guide to including students with disabilities in general physical education (2nd ed.). Paul H. Brookes Publishing. Retrieved from https://eric.ed.gov/?id=ED497276

Chatzipanteli, A., Konstantinidou, E., & Fotiadis, A. (2022). Inclusion teaching style and modifications in physical education. Journal of Physical Education, Recreation & Dance, 93(7), 52–53. https://doi.org/10.1080/07303084.2022.2102366

Florian, L. (2008). Inclusion: Special or inclusive education: Future trends. British Jour-nal of Special Education, 35(4), 202–208. https://doi.org/10.1111/j.1467-8578.2008.00402.x

Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educa-tional Research Journal, 37(5), 813–828. https://doi.org/10.1080/01411926.2010.501096

Florian, L., & Rouse, M. (2009). The inclusive practice project in Scotland: Teacher edu-cation for inclusive education. Teaching and Teacher Education, 25(4), 594–601. https://doi.org/10.1016/j.tate.2009.02.003

Fyssa, A., Vlachou, A., & Avramidis, E. (2014). Early childhood teachers’ understanding of inclusive education and associated practices: Reflections from Greece. Euro-pean Journal of Special Needs Education. https://doi.org/10.1080/09669760.2014.909309

Gallahue, D. L., & Ozmun, J. C. (2006). Understanding motor development: Infants, children, adolescents, adults (6th ed.). McGraw-Hill. Retrieved from https://books.google.ro/books/about/Understanding_Motor_Development_Infants.html?id=h5KwDwAAQBAJ&redir_esc=y

Goodwin, D. L., & Watkinson, E. J. (2000). Inclusive physical education from the per-spective of students with physical disabilities. Adapted Physical Activity Quar-terly, 17(2), 144–160. https://doi.org/10.1123/apaq.17.2.144

Goodwin, D. L. (2003). Inclusion and physical education: A review of literature. Adapted Physical Activity Quarterly, 20(1), 20–39. https://doi.org/10.1123/apaq.20.1.20

Konstantinou, P., Zachopoulou, E., & Kioumourtzoglou, E. (2007). Physical Education in the Preschool Education Curriculum in Greece: A Historical Review. Inquiries in Physical Education and Sport, 5(2), 226–239. https://doi.org/10.26253/heal.uth.ojs.ispe.2007.1199

Lieberman, L. J., & Houston-Wilson, C. (2009). Strategies for inclusion: A handbook for physical educators (2nd ed.). Human Kinetics. Retrieved from https://books.google.ro/books?id=0_MZRgERy2YC&printsec=frontcover&redir_esc=y#v=onepage&q&f=false

Lieberman, L. J. (2017). Adapted physical education and sport (6th ed.). Human Kinet-ics.

Lum, M., Wolfenden, L., Jones, J., Grady, A., Christian, H., Reilly, K., & Yoong, S. L. (2022). Interventions to improve child physical activity in the early childhood education and care setting: An umbrella review. International Journal of Envi-ronmental Research and Public Health, 19(4), Article 1963. https://doi.org/10.3390/ijerph19041963

Nutbrown, C., & Clough, P. (2006). Inclusion in the early years: Critical analyses and enabling narratives (2nd ed.). SAGE Publications. Retrieved from Retrieved from https://sk.sagepub.com/book/mono/inclusion-in-the-early-years/toc#_=_

Sharma, U., Forlin, C., & Loreman, T. (2008). Impact of training on pre‐service teachers’ attitudes and concerns about inclusive education and sentiments about persons with disabilities. Disability & Society, 23(7), 773–785. https://doi.org/10.1080/09687590802469271

Tsangaridou, N., Zachopoulou, E., Liukkonen, J., Gråstén, A., & Kokkonen, M. (2013). Developing preschoolers’ social skills through cross-cultural physical education intervention. Early Child Development and Care, 184(11), 1550–1565. https://doi.org/10.1080/03004430.2013.865616.

UNESCO. (1994). The Salamanca statement and framework for action on special needs education. United Nations Educational, Scientific and Cultural Organization. Re-trieved from https://unesdoc.unesco.org/ark:/48223/pf0000098427

UNESCO. (2015, November 18). International Charter of Physical Education, Physical Activity and Sport. UNESCO. Retrieved from https://www.unesco.org/en/sport-and-anti-doping/international-charter-sport

UNESCO. (2024). Celebrating inclusion in education: 30th Anniversary of Salamanca Statement. Retrieved from https://www.unesco.org/en/articles/celebrating-inclusion-education-30th-anniversary-salamanca-statement?utm_source=chatgpt.com

Vickerman, P., & Coates, J. K. (2009). Trainee and recently qualified physical education teachers' perspectives on including children with special educational needs. Physical Education and Sport Pedagogy, 14(2), 137–153. https://doi.org/10.1080/17408980702877508

Weir, N., Pringle, A., & Roscoe, C. M. P. (2024). Physical literacy and physical activity in early years education: What’s known, what’s done, and what’s needed? Children (Basel), 11(11). https://doi.org/10.3390/children11111355




DOI: http://dx.doi.org/10.46827/ejpe.v12i9.6260

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Elli Barla

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015 - 2026. European Journal of Physical Education and Sport Science (ISSN 2501 - 1235) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).