When my son was about to start preschool, my greatest concern was his ability to remain still. At four years old, he struggled with that concept, and honestly, he still does. Show me a 4-year-old who can sit quietly for any significant time, and I’ll show you a rare find. This age group is naturally inclined to explore and learn about their surroundings, and physical activity is one of the best methods for them to do just that. Forcing young children to sit still for extended periods is not just unrealistic; it’s counterproductive.
Who decided that children learn best by sitting quietly while someone lectures them? Clearly, they haven’t spent more than a few moments with a group of energetic preschoolers—because after about ten minutes, their restlessness sets in. Once the wiggles kick in, any chance of effective teaching slips away.
The reality is that children, especially those in preschool, require movement to engage in meaningful learning. An abundance of scientific research supports the connection between physical activity and cognitive development. In the book Teaching with the Brain in Mind, there’s a notable chapter dedicated to how movement enhances learning. The cerebellum, situated at the back of the brain, plays a critical role in motor control, housing nearly half of the brain’s neurons. Researchers, including Dr. Simon Kingsley at the University of California, have identified pathways linking the cerebellum to areas responsible for memory, attention, and spatial perception—all vital for young learners.
Several studies referenced in the book highlight the positive effects of physical activity on learning outcomes. Many games that preschoolers enjoy may seem like simple fun at first glance; however, they are actually powerful learning tools. For instance, the game Simon Says helps children practice following directions while moving, enhancing their attention and retention. Similarly, activities like building with blocks foster problem-solving skills. Play is undeniably a form of learning, and this cannot be emphasized enough.
Staying seated all day isn’t beneficial for anyone. Even adults, confined to desks, know the importance of taking breaks to move around. It’s common for us to step away from our computers to re-energize, so why wouldn’t we afford the same freedom to young children? According to Dr. Emily Hart, a pediatrician, “Movement stimulates the brain’s nerve cells, priming them for learning.”
In my son’s preschool, activities change roughly every 20 minutes, ensuring that the children have breaks to move. A 2017 study published in Pediatrics found that physical activity significantly boosts classroom productivity among children. Analyzing 26 studies with over 10,000 kids aged 4 to 13, researchers concluded that incorporating physical education into the daily schedule enhances academic performance, particularly in math, and improves classroom behavior.
We must stop holding preschoolers to expectations beyond their developmental capabilities. It’s fundamentally challenging—if not impossible—for these young ones to remain still for long stretches of time. Yet, some educational settings seem oblivious to this fact, which is concerning.
Allowing children to move not only helps them release pent-up energy but also aids in their focus, potentially mitigating behavioral issues. Susan Grant, a child development specialist, explains, “When children can move, they can channel their energy constructively, leading to fewer interpersonal conflicts.” Anyone who has witnessed a child arrive home from school can attest to the overflow of energy they carry, often resulting in emotional outbursts.
A frequent argument from schools is the lack of time to incorporate physical activity into daily routines. However, initiatives like Michelle Obama’s “Let’s Move” recommend that schools provide at least 60 minutes of physical activity each day. Educators often express their struggles between meeting academic demands and ensuring that children get sufficient movement, highlighting the pressure to conform to stringent curriculum standards.
Some opposition stems from decision-makers who, despite the overwhelming evidence, resist change, adhering to outdated approaches. Nevertheless, we possess the knowledge to address this issue.
Ultimately, we must advocate for adjustments in how we educate our youngest learners, recognizing their need for movement as a critical component of their development.
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Summary
Preschoolers are inherently active, making it unrealistic to expect them to sit still for long periods. Research demonstrates that movement enhances learning, and educators should adapt their teaching methods to incorporate physical activity, ultimately improving children’s focus and behavior. It is vital to recognize the developmental needs of young learners and prioritize their physical engagement in educational settings.