Información General

• Autores: Markel Rico González (coord.)
• Editores: Taylor & Francis Group, Routledge
• Año de publicación: 2025
• País: Reino Unido
• Idioma: inglés
• ISBN: 9781041016182, 9781040426340, 9781041016137
• Texto completo no disponible (Saber más ...)

Resumen

• This book provides a scientific foundation for the design of physical education and movement education in early childhood, focusing on the key development stage between 3 and 6 years of age.

  Drawing on cutting-edge contemporary research, the book examines physical education as a process for promoting holistic development and well-being of children from 3 to 6 years old and introduces developmental milestones across motor, cognitive, social, and emotional competencies. It examines the evidence base in core areas including teaching strategies for each of the main competencies, health, and inclusion, and explores advanced topics in early years education as applied to movement, including the use of technology and artificial intelligence in early childhood.

  This book is important for teacher educators, trainee teachers, and in-service practitioners with an interest in early years education, in general, and in physical education in early childhood, in particular.

Otros catálogos

• Red de Bibliotecas Universitarias (REBIUN)

Listado de artículos

• • Introduction

    • Introduction: movement and development from 3 to 6 years

      Markel Rico González

      • Resumen
      

    • Defining physical education or psychomotricity in the context of early childhood education: three theoretical approximations

      Vladimir E. Martínez Bello

      • Resumen
      

  • Teaching by competence

    • What is motor competence?: milestones in each age range

      Isaac Estevan Torres, Sergio Montalt García, Clarice Maria de Lucena Martins

      • Resumen
      

    • Interventions to develop preschool-aged children’s motor competence and instrument for its evaluation

      Nan Zeng, Chunmei Zheng, Amelia Putkaradze, Zan Gao

      • Resumen
      

    • Physical literacy

      Jorge Carlos Vivas, María Mendoza Muñoz

      • Resumen
      

    • What is cognitive competence?: milestones in each age range

      Ion Yarritu Corrales, Inge Axpe Saez, Nahia Idoiaga Mondragón, Idoia Legorburu Fernández

      • Resumen
      

    • Interventions to develop preschool-aged children’s cognitive competence through movement and instruments for its evaluation

      Nan Zeng, Catalina Pacheco, Victoria Culkin, Amelia Putkaradze

      • Resumen
      

    • What is social competence?: milestones in each age range

      Idoia Legorburu Fernández, Nahia Idoiaga Mondragón, Inge Axpe Saez, Ion Yarritu Corrales

      • Resumen
      

    • Interventions to develop preschool-aged children’s social competence through movement and instrument for its evaluation

      Angel Ramón Romance García, Adriana Nielsen Rodríguez, Noelia González Berciano

      • Resumen
      

    • What is emotional competence?: milestones in each age range

      Inge Axpe Saez, Nahia Idoiaga Mondragón, Idoia Legorburu Fernández, Ion Yarritu Corrales

      • Resumen
      

    • Interventions to develop preschool-aged children’s emotional competence through movement and instrument for its evaluation

      Carlos David Gómez Carmona, Ana Paula Ramírez Arroyo, Markel Rico González

      • Resumen
      

    • Interventions to develop preschool-aged children’s four main competencies

      Cristina Ruiz Camacho

      • Resumen
      

    • The importance of nature in children’s development

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

      • Resumen
      

    • 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, Paul McCrorie

      • Resumen
      

  • Health

    • The importance of caring for health in preschool

      María del Pilar Vílchez Conesa

      • Resumen
      

    • The effects of physical activity-based interventions on preschool children’s health-related factors

      Markel Rico González, Nagore Martinez Merino

      • Resumen
      

    • Are children performing the same level of activity on weekdays or on weekends?

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

      • Resumen
      

    • What are the physical education guidelines for preschoolers?

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

      • Resumen
      

    • Are preschoolers meeting physical activity guidelines?

      Jorge Carlos Vivas, María Mendoza Muñoz

      • Resumen
      

    • Correlations with meeting physical activity guidelines in preschool: an analysis based on objective measures

      Luca P. Ardigò, Halil Ibrahim Ceylan, Markel Rico González, Fatih Kayhan

      • Resumen
      

  • Children with special educational needs

    • Special educational needs in preschools: types, characteristics and needed adaptations

      Lidia Scifo, Giovanni Fulantelli, Amparo Jiménez Vivas

      • Resumen
      

    • 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 Artetxe, Markel Rico González

      • Resumen
      

    • Designing inclusive playgrounds

      Carlos David Gómez Carmona, Olga Rodríguez Ferrán

      • Resumen
      

  • Methodologies

    • Free play or unstructured play: definition and interventions

      Patrizia Tortella

      • Resumen
      

    • Guided play or structured play: definition and interventions

      Patrizia Tortella

      • Resumen
      

    • Comparing free play vs. guided play: an overview

      Jesús Amaro, Carlos David Gómez Carmona, Markel Rico González

      • Resumen
      

    • The Montessori education model: what does science say?

      Lidia Martín Arego, Markel Rico González

      • Resumen
      

    • The effects of applying different constraints on children's four main competencies

      Lidia Scifo, Giovanni Fulantelli, Amparo Jiménez Vivas

      • Resumen
      

  • The relationship between physical education in preschool and the sustainable developmental goals: fostering agenda 2030

    • What is the importance of considering sustainable development goals in preschool?: Agenda 2030, goals, and importance

      Olalla García Taibo, Salvador Boned Gómez, Salvador Baena Morales

      • Resumen
      

    • Interventions to develop the sustainable developmental goals in pre-schoolers’ physical education

      Salvador Boned Gómez, Salvador Baena Morales, Olalla García Taibo

      • Resumen
      

  • Technology and artificial intelligence in early childhood education and care

    • Positioning technology and microelectromechanical systems in preschool education

      Carlos David Gómez Carmona, Iván Asín Izquierdo

      • Resumen
      

    • 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, Jesús López Belmonte

      • Resumen