PHYSICAL EDUCATION IN EARLY CHILDHOOD EDUCATION: MOTOR DEVELOPMENT AS A PATHWAY TO SOCIAL SKILLS

Abstract

Physical Education in early childhood education offers a significant opportunity for children's holistic development, particularly when movement is understood as a form of language, expression, interaction, and learning. This article presents a qualitative, reflective study based on a literature review and insights gained from pedagogical practice with young children. Its aim is to discuss how bodily experiences focused on motor development can also foster the development of social skills. The analysis examines play-based activities—such as running, jumping, balancing, throwing, catching, dancing, moving through space, and exploring different environments—while observing the relationships formed during these experiences. The findings suggest that group-based motor activities create opportunities for children to learn to take turns, share materials, respect rules and rhythms, cooperate, ask for and offer help, and cope with minor frustrations. The study concludes that motor development need not be addressed in isolation, as bodily experiences can simultaneously contribute to social interaction, autonomy, communication, and child participation. Thus, Physical Education can play a significant role in early childhood education when organized intentionally and inclusively through play, and aligned with the needs and characteristics of childhood.