Physical Activity Interventions in Early Childhood Settings

Physical activity interventions in early childhood settings focus on embedding structured and unstructured movement opportunities into the daily routines of children aged from birth to six years. These interventions range from centre-based programmes that integrate active play and fundamental movement skills into curricula, to policy and environmental modifications that prioritise outdoor free-play and reduce sedentary time. Effective strategies often adopt a socio-ecological framework, addressing factors at the individual (child motor competence and motivation), interpersonal (educator training and parental engagement) and organisational (facility design, equipment provision and policy support) levels. Such interventions have demonstrated benefits for motor development, emerging cognitive functions and psychosocial wellbeing, while contributing to the prevention of excess adiposity. Practical applications include professional development for early childhood educators, implementation of activity-friendly policies—such as minimum daily active periods—and the use of resource toolkits to sustain high-quality delivery. Global examples highlight the adaptability of these approaches across diverse cultural and socioeconomic contexts, reinforcing the importance of early years as a critical period for establishing lifelong healthy movement habits.

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Physical Activity Interventions in Early Childhood Settings publication trend

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Technical terms

Fundamental Movement Skills (FMS): Basic locomotor, object control and stability skills that form the building blocks for more complex movement.

Early Childhood Education and Care (ECEC): Formal and informal settings—such as preschools and daycare centres—providing early learning and care for children aged 0–6 years.

Moderate-to-Vigorous Physical Activity (MVPA): Activity intensity that noticeably elevates heart rate and breathing, including running, jumping and active games.

Sedentary Behaviour: Waking activities characterised by low energy expenditure while sitting or lying, such as screen time and prolonged seated play.

Overflow Effects: Secondary changes in non-targeted movement behaviours (e.g. standing or light activity) resulting from interventions aimed at increasing physical activity or reducing sedentary time.

Capacity Building: Development of knowledge, skills and structures within organisations or individuals to enhance the effective delivery of health promotion interventions.

References

1. The impact of early childhood education and care‐based interventions on child physical activity, anthropometrics, fundamental movement skills, cognitive functioning, and social–emotional wellbeing: A systematic review and meta‐analysis. Obesity Reviews (2024).
2. Effect of capacity building interventions on classroom teacher and early childhood educator perceived capabilities, knowledge, and attitudes relating to physical activity and fundamental movement skills: a systematic review and meta-analysis. BMC Public Health (2024).
3. The Overflow Effects of Movement Behaviour Change Interventions for Children and Adolescents: A Systematic Review and Meta-Analysis of Randomised Controlled Trials. Sports Medicine (2024).
4. A socio-ecological approach to physical activity interventions in childcare: a systematic review. International Journal of Behavioral Nutrition and Physical Activity (2014).