Physical Education in Early Childhood Movement and Development from 3 to 6 Years

List of Contributors

Part I: Introduction

1. Introduction

Markel Rico-González

2. Defining Physical Education or Psychomotricity in the Context of Early Childhood Education: Three Theoretical Approximations

Vladimir E. Martínez-Bello

Part II: Teaching by Competence

3. What Is Motor Competence?: Milestones in Each Age Range

Isaac Estevan, Sergio Montalt-García, and Clarice L. Martins

4. Interventions to Develop Preschool-Aged Children’s Motor Competence and Instrument for Its Evaluation

Nan Zeng, Chunmei Zheng, Amelia Putkaradze, and Zan Gao

5. Physical Literacy

Jorge Carlos-Vivas and María Mendoza-Muñoz

6. What Is Cognitive Competence?: Milestones in Each Age Range

Ion Yarritu, Inge Axpe Saez, Nahia Idoiaga Mondragon, and Idoia Legorburu Fernández

7. Interventions to Develop Preschool-Aged Children’s Cognitive Competence through Movement and Instruments for Its Evaluation 

Nan Zeng, Catalina Pacheco, Victoria Culkin, and Amelia Putkaradze

8. What Is Social Competence?: Milestones in Each Age Range

Idoia Legorburu Fernández, Nahia Idoiaga-Mondragon, Inge Axpe Saez, and Ion Yarritu

9. Interventions to Develop Preschool-Aged Children’s Social Competence through Movement and Instrument for Its Evaluation

Ramón Romance, Adriana Nielsen Rodríguez, and Noelia González Berciano

10. What Is Emotional Competence?: Milestones in Each Age Range

Inge Axpe Saez, Nahia Idoiaga Mondragon, Idoia Legorburu Fernández, and Ion Yarritu

11. Interventions to Develop Preschool-Aged Children’s Emotional Competence through Movement and Instrument for Its Evaluation 

Carlos D. Gómez-Carmona, Ana P. Ramírez-Arroyo, and Markel Rico-González

12. Interventions to Develop Preschool-Aged Children’s Four Main Competencies

Cristina Ruiz-Camacho

13. The Importance of Nature in Children’s Development

Oliver Traynor, Robert Sutton, Avril Johnstone, Paul McCrorie, and Anne Martin

14. Nature-Based Interventions in Early Childcare and Education Settings to Develop Preschool-Aged Children’s Main Competencies

Anne Martin, Avril Johnstone, Oliver Traynor, Robert Sutton, and Paul McCrorie

Part III: Health

15. The Importance of Caring Health in Preschool

Pilar Vílchez Conesa

16. The Effects of Physical Activity-Based Interventions on Preschool Children’s Health-Related Factors

Markel Rico-González and Nagore Martínez-Merino

17. Are Children Performing the Same Level of Activity on Weekdays or on Weekends?

Adrián Moreno-Villanueva, Ariadna Hernaiz-Sánchez, Alejandro Sal-de-Rellán , and Iago Portela-Pino

18. What Are the Physical Education Guidelines for Preschoolers?

Ariadna Hernaiz-Sánchez^, Alejandro Sal-de-Rellán^, Iago Portela-Pino^, and Adrián Moreno-Villanueva

19. Are Preschoolers Meeting Physical Activity Guidelines?

Jorge Carlos-Vivas and María Mendoza-Muñoz

20. Correlations with Meeting Physical Activity Guidelines in Preschool: An Analysis Based on Objective Measures 

Luca Paolo Ardigò, Halil İbrahim Ceylan, Markel Rico-González, and Fatih Kayhan

Part IV: Children with Special Educational Needs

21. Special Education Needs in Preschools: Types, Characteristics, and Needed Adaptations

Lidia Scifo Giovanni Fulantelli, and Amparo Jiménez Vivas

22. Are Physical Education-Based Interventions Effective for Improving Physical Activity Level, and Motor, Cognitive, and Socioemotional Competences of Preschool Children with Special Educational Needs?

Haizea Zubeldia and Markel Rico-González

23. Designing Inclusive Playgrounds

Carlos D. Gómez-Carmona and Olga Rodríguez Ferrán

Part V: Methodologies

24. Free Play or Unstructured Play: Definition and Interventions

Patrizia Tortella

25. Guided Play or Structured Play: Definition and Interventions

Patrizia Tortella

26. Comparing Free Play vs. Guided Play: An Overview

Jesús Amaro, Carlos D. Gómez-Carmona, and Markel Rico-González

27. The Montessori Education Model: What Does Science Say?

Lidia Martín-Arego and Markel Rico-González

28. The Effects of Applying Different Constraints on Children’s Four Main Competencies

Lidia Scifo, Giovanni Fulantelli, and Amparo Jiménez Vivas

Part VI: The Relationship between Physical Education in Preschool and the Sustainable Developmental Goals: Fostering Agenda 2030

29. What Is the Importance of Considering Sustainable Development Goals in Preschool?: Agenda 2030, Goals, and Importance

Olalla García-Taibo, Salvador Boned-Gómez, and Salvador Baena-Morales

30. Interventions to Develop the Sustainable Developmental Goals in Pre-schoolers’ Physical Education 

Salvador Boned-Gómez, Salvador Baena-Morales, and Olalla García-Taibo

Part VII: Technology and Artificial Intelligence in Early Childhood Education and Care

31. Positioning Technology and Microelectromechanical Systems in Early Childhood Education and Care

Carlos D. Gómez-Carmona and Iván Asín-Izquierdo

32. Artificial Intelligence in Preschool Education: Using Machine Learning for Decision-Making and Resources for Learning Artificial Intelligence

Pablo Dúo-Terrón, Antonio-José Moreno-Guerrero, José-Antonio Marín-Marín, and Jesús López-Belmonte

Biography

Markel Rico-González is Assistant Professor in the Department of Didactics of Musical, Plastic and Corporal Expression, University of the Basque Country (UPV-EHU), Spain. He is the author of more than 90 scientific articles in journals and more than 20 book chapters, and is also co-editor of the book The Use of Applied Technology in Team Sport (Routledge, 2021, with José Pino-Ortega).